| This dissertation constructs a theoretical foundation and presents an empirical model to support use of Social Facilitation (SF) as an adjunctive intervention with Social Skills Training (SST) for school age children with Nonverbal Learning Disability (NLD) and Asperger's Disorder (AD). Children with NLD and AD experience significant social impairment and often receive services to enhance social skills, but it is difficult to achieve the generalization of these skills to natural environments. SF involves the application of direct interventions embedded within the child's natural environment in real time by a trained paraprofessional for the purpose of increasing generalization of previously learned social skills.; The initial chapters of this dissertation familiarize the reader with theory and research on NLD and AD in order to underscore the unique impact of each disorder on social functioning. Next, three concepts that have been used to account for the social deficits related to NLD or AD, Theory of Mind (TOM), Executive Function (EF), and Weak Central Coherence (WCC) are reviewed and critiqued. This is followed by a chapter on Albert Bandura's social learning model and how it elucidates the role of cognition and observational learning in the acquisition of social skills. It is speculated that some of these capabilities may be delayed or deficient in children with NLD and AD, and can therefore be focal points for SF interventions.; The paper culminates in a discussion of the SF model, which is based on knowledge of NLD and AD, cognitive theories, behavior principles, and social cognitive theory and technique. The goal of SF is to increase social interactions, improve interpersonal perception, and advance social competence. It is believed that SST, combined with structured facilitated peer interactions (SF), will increase the number of initiated social contacts and the length of sustained cooperative play. A model for training and implementing SF is presented. The paper concludes with recommendations for the future construction of a theory and practice of SF. This includes recommendations for development of an assessment model for SF comprising identification of appropriate age, grade and settings for implementation, and consideration of strategies when SF proves ineffective. |
