Autism Social Skills Trainers Indianapolis IN

Local resource for autism social skills trainers in Indianapolis. 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.

Indiana University: Riley Child Development Center
(317) 274-8167
Riley Child Development Center, 702 Barnhill, Room 5837
Indianapolis, IN
Support Services
ABA, Ideas For Finding Therapists, Assistive Technology, Behavior Assessment, Behavorial Intervention, Biomedical Intervention, Compounding Pharmacies, Disability Advocacy, Doctors, General, Doctors, Pediatrics, Early Intervention, Educational Assessment, Helpful Websites, Occupational Therapy, Physical Therapy, Play Therapy, Psychological Counseling, Psychological Counseling, Research, Social Skills Training, Speech Therapy
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Elizabeth Ranegar
(219) 928-5050
847 East Dr.
Indianapolis, IN
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Activities, Babysitting / Childcare, Behavorial Intervention, Early Intervention, Early Intervention, Play Therapy, Sensory Integration, Social Skills Training, Support / Tutoring, Therapy Providers, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
ABA Programming, Inc
(317) 849-5437
6060 Castleway W. Drive
Indianapolis, IN
Support Services
ABA, Ideas For Finding Therapists, ABA/Discrete Trial, Activities, Assistive Technology, Early Intervention, Education, FastForword, Haircuts & Photography, Military Families, Occupational Therapy, Other, Private School (Autism Only), Private School (Multi-disability), Schools, Preschool, Typical, Social Skills Training, Speech & Language, Speech Therapy, Summer Camp/ESY, Support / Tutoring, Support Organization, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Applied Behavior Center for Autism
(317) 849-KIDS
6060 Castleway W. Dr
Indianapolis, IN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Camps, Early Intervention, Educational Advocacy, Medical, Other, Play Therapy, Private School (Autism Only), Social Skills Training, Speech Therapy, Summer Camp/ESY, Support Group Meetings, Therapy Providers, Training/Seminars, Verbal Behavior
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

Data Provided By:
Broad Horizons Montessori School
(317) 571-0258
1325 E. 111th St
Indianapolis, IN
Support Services
Behavorial Intervention, Disability Advocacy, Early Intervention, Early Intervention, Education, Educational Advocacy, Private School (Multi-disability), RDI, Schools, Ages 5 years and Up, Schools, Preschool, Typical, Sensory Integration, Social Skills Training, Summer Camp/ESY, Support / Tutoring, Training/Seminars
Ages Supported
Preschool,1-5 Grade

Data Provided By:
Christian Sarkine Autism Treatment Center
(317) 274-8162
Riley Hospital
Indianapolis, IN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Compounding Pharmacies, Marriage & Family Counseling, Medical, Occupational Therapy, Physical Therapy, Psychological Counseling, Research, Sensory Integration, Social Skills Training, Speech Therapy, Support Group Meetings, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Behavior Therapy (Indiana)
(317) 450-0795
4842 Guion Road
Indianapolis, IN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Early Intervention, Educational Advocacy, Other, Social Skills Training, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Autism Counseling and Behavior Consultation
(317) 538-0326
5519 E. 82nd Street, Suite G
Indianapolis, IN
Support Services
ABA/Discrete Trial, Adult Support, Behavorial Intervention, Career Counseling, Disability Advocacy, Educational Advocacy, Marriage & Family Counseling, Marriage & Family Counseling, Social Skills Training, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade,Adult

Data Provided By:
Fresh Perspectives
317.372.5508 or 317.502.1398
8838 Ash Road
Indianapolis, IN
Support Services
Behavorial Intervention, Social Skills Training
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade

Data Provided By:
ABA Programming
(317) 849-KIDS
9840 westpoint Dr.
Indianapolis, IN
Support Services
ABA/Discrete Trial, Behavorial Intervention, Camps, Early Intervention, Education, Marriage & Family Counseling, Medical, Occupational Therapy, Play Therapy, Private School (Autism Only), Respite, Respite/Childcare/Babysitting, Social Skills Training, Speech Therapy, Summer Camp/ESY, Support Group Meetings, Support Organization, Therapy Providers, 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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