Autism Social Skills Trainers Atlanta GA

Local resource for autism social skills trainers in Atlanta. Includes detailed information on local businesses that provide access to autism therapists, social skills trainers and information on socialization skills, social skills, children with autism, autism spectrum disorder, people with autism, socialization skills for children, as well as advice and content on autism and behavior.

Laurel Heights
(404) 888-7860
934 Briarcliff Rd NE
Atlanta, GA
Support Services
ABA, Therapy Services, Behavorial Intervention, Residential, Social Skills Training
Ages Supported
1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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Annemarie Messerschmidt, LCSW
(404) 810-1620
Decatur, GA
Support Services
Behavorial Intervention, Floortime, Marriage & Family Counseling, Play Therapy, Social Skills Training
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Preschool

Data Provided By:
JumpStart Therapy Services
(404) 550-9476
300 Bainbridge Drive NW
Atlanta, GA
Support Services
Early Intervention, Occupational Therapy, Sensory Integration, Social Skills Training, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Meredith White
(678) 612-8693
Atlanta, GA
Support Services
Assistive Technology, Early Intervention, Floortime, Play Therapy, Social Skills Training, Speech Therapy
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Kindergarten,Preschool

Data Provided By:
A+ Behavioral Therapy
(352) 225-1239
3945 Clayhill Drive
Clarkston, GA
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Music Therapy, Play Therapy, Social Skills Training, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Emory Autism Resource Center
(404) 727-8350
1551 Shoup Court
Atlanta, GA
Support Services
ABA, Therapy Services, Behavior Assessment, Behavorial Intervention, Early Intervention, Early Intervention, Educational Assessment, Medical, Private School (Integrated), Psychological Counseling, Psychological Counseling, Research, Research, Schools, Preschool, Typical, Social Skills Training, State Resources, Parent Training, Support / Tutoring, Support Organization, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Footprints Therapy
(678) 643-4022
Decatur, GA
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Behavior Assessment, Behavorial Intervention, Early Intervention, Educational Assessment, Social Skills Training, Verbal Behavior
Ages Supported
1-5 Grade,Kindergarten,Preschool

Data Provided By:
Beyond Words Center for Social Skills Training
(404) 633-0250
1762 Century Blvd., Suite B
Atlanta, GA
Support Services
Social Skills Training, Support Organization, Therapy Providers

Data Provided By:
Beyond Words: Center for Social Skills Training
(404) 633-0250
1762-B Century Blvd.
Atlanta, GA
Support Services
Other, Social Skills Training, Training/Seminars

Data Provided By:
Southern Behavioral Grop
(678) 921-2811
1950 Spectrum Circle
Marietta, GA
Support Services
ABA/Discrete Trial, Behavorial Intervention, Research, Social Skills Training, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
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Latest Research On Socials Skills Interventions

Latest research on socials skills interventions

Michelle Garcia Winner

While I have continued to review research since delving into what I ended up naming Social Thinking® in 1995, the last time I did a comprehensive research review, as it related to my ILAUGH model of Social Cognition, was in the year 2000. Ten years later it is exciting to see the trends in research as they are very much validating the clinical theories put forward in my early books (Inside Out: What Makes Persons with Social Cognitive Deficits Tick, 2000; Thinking About You Thinking About Me, 1st edition, 2002). One example of this is in 2002 I postulated that while the researchers are exploring the meaning and arguing to some degree the relevance of each of the core theories related to ASD, Theory of Mind, executive functioning and central coherence theory, I was observing my students had learning issues related to all three of these issues. It was not one problem, but many problems working in tandem. The research now shows that to be quite evident (Sodian & Frith, 2008; Pelicano, 2010)

As I finish writing a major new project that hopefully will be published in about a year, I’m doing an extensive review of the research. Three articles that have caught my attention relate to meta-analysis of social skills intervention research. A “meta-analysis” is an analysis of the published research to draw conclusions more holistically from the trends being discovered from studying the research results in mass, rather than focusing on the results of a singular study.

As I review the research I take bulleted quotes or summarize ideas from the research to help navigate my own summary for my writing project. This project will be, in part, steeped in exploring evidence based thinking and our development of related treatment practices.

There are three interesting articles that have been published on this topic in the last few years (White, Keonig &Scahill, 2007; Rao, Beidel & Murray, 2008; Reichow & Volkmar, 2010).

Some of the findings in Rao and Murray, 2008, are summarized by my description of the main points of the article as I reviewed it (some of the below are direct quotes and others are my interpretation of the text):

∗ Social skills in childhood linked to positive outcomes.
∗ Children who are deficient in social skills lack the behavioral repertoire necessary to interact with others according to social conventions; a deficit affects both academic and social development.
∗ Neurotypical preschool children can observe the social challenges of their peers who have social learning disabilities.
∗ Some of our students can have a strong awareness of their own social skills deficits.
∗ Our students don’t outgrow their challenges; they have them throughout adulthood.
∗ Most social skill programs are designed for a broader application to different types of students; few are specifically designed for students with...

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