Asperger+Syndrome

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 * Research Question:**__ Is there a statistically significant difference in academic success, measured by grades, in 7th graders with Asperger’s Syndrome who receive social skills intervention and those who don't receive the intervention?

R OXO OCO
 * __Research Design:__**

Our purpose in this study is to ascertain if a social skills intervention would improve academic success of the student with Asperger’s Syndrome.


 * __Independent Variable:__** social skills intervention


 * __Dependent Variable:__** academic success (final grades)


 * __//Hypotheses://

non-directional__: H1** There will be a statistically significant difference in academic success of 7th graders with Asperger Syndrome who receive social skills group intervention to those who didn't receive the intervention.


 * __null hypothesis__:** **H0** There will be no statistically significant difference in academic success of 7th graders with Asperger Syndrome who receive social skills group intervention to those who didn't receive intervention.

In this study, the effects of social skills intervention programs to improve the academic success of 7th graders with Asperger’s Syndrome will be explored. Research has indicated that a number of adverse effects are associated with the transition process in such areas as students' psychological adjustment, academic goals and achievement, and perceptions of academic competency (Chung,Elias, & Schneider, 1998). Students who lack the skills necessary to cope with these demands often experience significant problems in adjustment, achievement, aspirations, and feelings of self-worth (Shoffner & Williamson, 2000). Many of the problems that students with AS encounter in the classroom are the result of unexpected changes in daily routine and difficulty following auditory instructions (Adreon & Stella, 2001). Asperger Syndrome (AS) is a pervasive developmental disorder (PDD) characterized by impairments in socialization, communication, and behavior. Thus, individuals with AS typically lack developmentally appropriate social skills and display poor social relatedness (Attwood, 1998; Myles & Simpson, 1998). Evidence suggests that the areas of socialization and behavioral adjustment continue to be most difficult for students with AS, as they move into middle and high school (Bauer, 1999). Students have been shown to exhibit significant losses in achievement as a result of the transition process ( Adreon & Stella, 2001). This study will attempt to outline the profound effect that social skills intervention can have at increasing the academic achievement of students with Asperger’s Syndrome.
 * __Literature Review:__**


 * __Sample:__** One hundred students, representing 20 middle schools within the state of Rhode Island, will be studied. These students are enrolled at the Grodon Center and were diagnosed with Aspergers' Syndrome. Male students represent 70% of the sample (//n//=70), while female students account for 30%( //n//=30). Students will be randomly assigned to equivalent groups using the slip-of-paper method. One group will receive the Brown University social skills intervention and and the control group will not.


 * __Data Collection:__** Final grades will be collected from the previous academic year (6th grade). Final grades will then be collected at the completion of 7th grade. All data collection will occurr during the regular academic school year.


 * __Data Analysis:__** The frequencies of all variables will be calculated. Descriptive statistics and the //t// test will be conducted with the Tony Atwood academic statistical achievement test.


 * __Validity and Reliability:__** Our research design uses a control group; individuals will be assigned at random to the comparison group. This is considered to be a true experiment and by using a true experiment all the threats to internal validity, such as history, testing, regression, mortality, maturation, and selection are controlled.

Our proposed study is quantitative. The design is strong due to the use of a control group and using random assignments to equivalent groups. This design minimizes the threats to internal validity and strengthens our study. If we had chosen to do a qualitative study, one of the potential benefits to doing one would be the ability to get close interpersonal interactions with the subjects being studied. As qualitative researchers we could conduct interviews to better understand the student that has Asperger’s Syndrome.
 * __Strength of Design:__**

Adreon, D., Stella, J. (2001). Transition to Middle and High School: Increasing the Success of Students with Asperger Syndrome. //Intervention in School and Clinic// (36) 5, pp.266-71
 * __References:__**

Attwood, T. (1998). //Asperger's Syndrome: A guide for parents and professionals//. London: Jessica Kingsley.

Bauer, S.(1999). Asperger Syndrome. The O.A.S.I.S. [Online Aperger Syndrome Information and Support Web Page] Available: http://www.udel.edu/bkirby/asperger/

Chung, H., Elias, M., & Schneider, K. (1998). Patterns of individual adjustment change during middle school transition. //The Journal of School Psychology//, 92, 20-25.

Myles, B.S., & Simpson,R.L. (1998). //Asperger Syndrome: A guide for educators and parents//. Austin. TX: PRO ED.

Shoffner, M.F. & Williamson,R.D. (2000). Facilitating student transitions into middle school. //Middle School Journal//, 32, 47-52.


 * Distribution of Duties:** We all worked together to collaborate ideas of what we wanted to accomplish. Mike was responsible for looking at literature for the literature review. Beth was responsible for editing. Julie was responsible for working on the Wiki site to enter the information.Even though we had our assigned duties we all took part in helping each other within those areas.
 * Julie** I really liked the ability to work on the site at the same time as others from different locations. Trying to get together for a project is very difficult and this made it much easier. I also liked that we could communicate to others from class and give them feedback about their projects.

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