Autism Social Skills Trainers Toledo OH

Local resource for autism social skills trainers in Toledo. 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.

Autism Academy Of Learning
419-865-7487; (419)865-7493
219 Page Street
Toledo, OH
Support Services
Education, Educational Advocacy, Occupational Therapy, Private School (Autism Only), Residential, Sensory Integration, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars

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Rehab Dynamics Inc.
(419) 841-1840
3160 Central Park West Dr.
Toledo, OH
Support Services
Camps, Music Therapy, Occupational Therapy, Other, Physical Therapy, Play Therapy, Sensory Integration, Social Skills Training, Speech Therapy, Summer Camp/ESY, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade

Data Provided By:
Haugland Learning Center / Haugland Consulting
(614) 356-1548
3400 Snouffer Rd
Columbus, OH
Support Services
ABA/Discrete Trial, Art Therapy, Behavorial Intervention, Early Intervention, Education, Educational Advocacy, Marriage & Family Counseling, Music Therapy, Play Therapy, Private School (Autism Only), Social Skills Training, Support Group Meetings, Therapy Providers
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

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Kelly OLeary Center for Autism Spectrum Disorders
513-636-5340; 800-344-2462 ext. 6-5340
University of Cincinnati, Pavilion Bldg., 3333 Burnet Ave.
Cincinnati, OH
Support Services
ABA/Discrete Trial, Behavorial Intervention, Compounding Pharmacies, Marriage & Family Counseling, Medical, Occupational Therapy, Play Therapy, Psychological Counseling, Research, Research, Social Skills Training, Speech Therapy, Therapy Providers, Training/Seminars
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Aspirations
(614) 292-4185
257 McCampbell Hall 1581 Dodd Drive
Columbus, OH
Support Services
Activities, Marriage & Family Counseling, Research, Social Skills Training, Support Group Meetings, Support Organization, Training/Seminars
Ages Supported
Adult

Data Provided By:
Forte School of Music and the Arts
(419) 471-2100
3208 Sylvania Ave.
Toledo, OH
Support Services
Education, Social Skills Training
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

Data Provided By:
Bittersweet Consultative Service
419-875-6986 ext 1229
12660 Archbold-Whitehouse Road
Whitehouse, OH
Support Services
Adult Support, Art Therapy, Behavorial Intervention, Camps, Career Counseling, Compounding Pharmacies, Disability Advocacy, Education, Educational Advocacy, Hippotherapy (Horseback Riding), Job Coach, Marriage & Family Counseling, Psychological Counseling, Residential, Residential Facility, Respite, Social Skills Training, Speech Therapy, Summer Camp/ESY, Support Organization, Training/Seminars
Ages Supported
9-10 Grade,11-12 Grade,Adult

Data Provided By:
Dottie Wiley
(740) 388-0318
Vinton, OH
Support Services
ABA, Therapy Services, ABA/Discrete Trial, Behavior Assessment, Behavorial Intervention, Educational Assessment, Social Skills Training, Support / Tutoring
Ages Supported
1-5 Grade,11-12 Grade,6-8 Grade,9-10 Grade,Adult,Kindergarten,Preschool

Data Provided By:
David A. Norman
(330) 670-8470
175 Montrose West Ave
Copley, OH
Support Services
Behavorial Intervention, Camps, Education, Karate, Music Therapy, Schools, Ages 5 years and Up, Social Skills Training, Speech & Language, Speech Therapy, Sports, Summer Camp/ESY
Ages Supported
Kindergarten,1-5 Grade,6-8 Grade,9-10 Grade,11-12 Grade

Data Provided By:
Forte School of Music and the Arts
(419) 471-2100
3208 Sylvania Ave.
Toledo, OH
Support Services
Education, Social Skills Training
Ages Supported
Preschool,Kindergarten,1-5 Grade,6-8 Grade

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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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