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Détail de l'auteur
Auteur E. A. LAUGESON |
Documents disponibles écrits par cet auteur (2)
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Learning How to Make Friends for Chinese Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial of the Hong Kong Chinese Version of the PEERS(R) Intervention / K. K. SHUM in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : Learning How to Make Friends for Chinese Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial of the Hong Kong Chinese Version of the PEERS(R) Intervention Type de document : Texte imprimé et/ou numérique Auteurs : K. K. SHUM, Auteur ; W. K. CHO, Auteur ; L. M. O. LAM, Auteur ; E. A. LAUGESON, Auteur ; W. S. WONG, Auteur ; L. S. K. LAW, Auteur Article en page(s) : p.527-541 Langues : Anglais (eng) Mots-clés : Adolescents Autism Chinese Intervention Peers Social skills Index. décimale : PER Périodiques Résumé : This study examined the treatment efficacy of PEERS(R) (Program for the Education and Enrichment of Relational Skills) among Chinese adolescents with autism spectrum disorder (ASD) in Hong Kong. The original PEERS(R) manual was translated into Chinese, and cultural adjustments were made according to a survey among 209 local adolescents in the general population. 72 high-functioning adolescents with ASD were randomly assigned to a treatment or waitlist control group. The 14-week parent-assisted training significantly improved social skills knowledge and social functioning, and also reduced autistic mannerisms. Treatment outcomes were maintained for 3 months after training and replicated in the control group after delayed treatment. The present study represents one of the few randomized controlled trials on PEERS(R) conducted outside North America. En ligne : http://dx.doi.org/10.1007/s10803-018-3728-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.527-541[article] Learning How to Make Friends for Chinese Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial of the Hong Kong Chinese Version of the PEERS(R) Intervention [Texte imprimé et/ou numérique] / K. K. SHUM, Auteur ; W. K. CHO, Auteur ; L. M. O. LAM, Auteur ; E. A. LAUGESON, Auteur ; W. S. WONG, Auteur ; L. S. K. LAW, Auteur . - p.527-541.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.527-541
Mots-clés : Adolescents Autism Chinese Intervention Peers Social skills Index. décimale : PER Périodiques Résumé : This study examined the treatment efficacy of PEERS(R) (Program for the Education and Enrichment of Relational Skills) among Chinese adolescents with autism spectrum disorder (ASD) in Hong Kong. The original PEERS(R) manual was translated into Chinese, and cultural adjustments were made according to a survey among 209 local adolescents in the general population. 72 high-functioning adolescents with ASD were randomly assigned to a treatment or waitlist control group. The 14-week parent-assisted training significantly improved social skills knowledge and social functioning, and also reduced autistic mannerisms. Treatment outcomes were maintained for 3 months after training and replicated in the control group after delayed treatment. The present study represents one of the few randomized controlled trials on PEERS(R) conducted outside North America. En ligne : http://dx.doi.org/10.1007/s10803-018-3728-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 A randomized controlled trial evaluating the Hebrew adaptation of the PEERS((R)) intervention: Behavioral and questionnaire-based outcomes / S. J. RABIN in Autism Research, 11-8 (August 2018)
[article]
Titre : A randomized controlled trial evaluating the Hebrew adaptation of the PEERS((R)) intervention: Behavioral and questionnaire-based outcomes Type de document : Texte imprimé et/ou numérique Auteurs : S. J. RABIN, Auteur ; S. ISRAEL-YAACOV, Auteur ; E. A. LAUGESON, Auteur ; I. MOR-SNIR, Auteur ; O. GOLAN, Auteur Article en page(s) : p.1187-1200 Langues : Anglais (eng) Mots-clés : adolescents clinical trials intervention - behavioral skill learning social cognition treatment research Index. décimale : PER Périodiques Résumé : Social interaction deficits form a core characteristic of ASD that is commonly targeted through social-skill groups. The Program for the Education and Enrichment of Relational Skills (PEERS((R)) ) is a well-established parent-assisted intervention for adolescents, which addresses key areas of social functioning. PEERS((R)) has been mainly studied in North-America and its evaluations were mostly questionnaire based. The aim of the current study was to test the effectiveness of the adapted and translated Hebrew version of the PEERS((R)) intervention in a randomized controlled trial, using behavioral measures of peer interaction, in addition to self, parent, and teacher reports. Forty-one participants with ASD and no intellectual impairment, aged 12-17 years, were randomly assigned to an immediate intervention or a delayed-intervention group. All participants were assessed before and after the immediate intervention, and again at follow up, after the delayed intervention took place. Results revealed intervention-related behavioral improvements on adolescents' engagement, question-asking, and physical arousal. Parental reports indicated improved social skills, and reduced ASD symptoms. Adolescents reported on more social encounters, greater empathy, and scored higher on social-skill knowledge. Most of these effects maintained at a 16-week follow-up. Teacher reports' yielded effects only on pre-post intervention analysis. Adolescents' improvement on behavioral engagement predicted parent-reported social skills improvement. Our findings support the effectiveness of the adapted Hebrew version of PEERS((R)) for adolescents with ASD, through significant behavioral and questionnaire-based outcomes, which maintained at follow-up. Autism Res 2018, 11: 1187-1200. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Social-skills groups, which facilitate key social deficits characteristic of ASD, are a popular intervention for adolescents with ASD. Indeed, many treatment protocols have been published, and some have also been research validated. However, there have been inconsistent findings regarding the effectiveness of different protocols, in addition to limited findings of improvement beyond questionnaire reports. This study evaluated the Hebrew adaptation of the PEERS((R)) intervention, a 16-weeks long program, which involves the parents as their adolescents' social coaches. Following the intervention, adolescents improved their social-skills, participated more in social encounters, reported greater empathy, and demonstrated higher social-skill knowledge. A live play-role assessment with an unfamiliar peer indicated that adolescents showed greater involvement, asked more questions and were more physically relaxed during the conversation. Improvements maintained 16 weeks after the intervention was completed. En ligne : http://dx.doi.org/10.1002/aur.1974 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Autism Research > 11-8 (August 2018) . - p.1187-1200[article] A randomized controlled trial evaluating the Hebrew adaptation of the PEERS((R)) intervention: Behavioral and questionnaire-based outcomes [Texte imprimé et/ou numérique] / S. J. RABIN, Auteur ; S. ISRAEL-YAACOV, Auteur ; E. A. LAUGESON, Auteur ; I. MOR-SNIR, Auteur ; O. GOLAN, Auteur . - p.1187-1200.
Langues : Anglais (eng)
in Autism Research > 11-8 (August 2018) . - p.1187-1200
Mots-clés : adolescents clinical trials intervention - behavioral skill learning social cognition treatment research Index. décimale : PER Périodiques Résumé : Social interaction deficits form a core characteristic of ASD that is commonly targeted through social-skill groups. The Program for the Education and Enrichment of Relational Skills (PEERS((R)) ) is a well-established parent-assisted intervention for adolescents, which addresses key areas of social functioning. PEERS((R)) has been mainly studied in North-America and its evaluations were mostly questionnaire based. The aim of the current study was to test the effectiveness of the adapted and translated Hebrew version of the PEERS((R)) intervention in a randomized controlled trial, using behavioral measures of peer interaction, in addition to self, parent, and teacher reports. Forty-one participants with ASD and no intellectual impairment, aged 12-17 years, were randomly assigned to an immediate intervention or a delayed-intervention group. All participants were assessed before and after the immediate intervention, and again at follow up, after the delayed intervention took place. Results revealed intervention-related behavioral improvements on adolescents' engagement, question-asking, and physical arousal. Parental reports indicated improved social skills, and reduced ASD symptoms. Adolescents reported on more social encounters, greater empathy, and scored higher on social-skill knowledge. Most of these effects maintained at a 16-week follow-up. Teacher reports' yielded effects only on pre-post intervention analysis. Adolescents' improvement on behavioral engagement predicted parent-reported social skills improvement. Our findings support the effectiveness of the adapted Hebrew version of PEERS((R)) for adolescents with ASD, through significant behavioral and questionnaire-based outcomes, which maintained at follow-up. Autism Res 2018, 11: 1187-1200. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Social-skills groups, which facilitate key social deficits characteristic of ASD, are a popular intervention for adolescents with ASD. Indeed, many treatment protocols have been published, and some have also been research validated. However, there have been inconsistent findings regarding the effectiveness of different protocols, in addition to limited findings of improvement beyond questionnaire reports. This study evaluated the Hebrew adaptation of the PEERS((R)) intervention, a 16-weeks long program, which involves the parents as their adolescents' social coaches. Following the intervention, adolescents improved their social-skills, participated more in social encounters, reported greater empathy, and demonstrated higher social-skill knowledge. A live play-role assessment with an unfamiliar peer indicated that adolescents showed greater involvement, asked more questions and were more physically relaxed during the conversation. Improvements maintained 16 weeks after the intervention was completed. En ligne : http://dx.doi.org/10.1002/aur.1974 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369