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Détail de l'auteur
Auteur Hayley DENYER |
Documents disponibles écrits par cet auteur (2)
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New approaches to social skills training: Blended group interventions for girls with social communication difficulties / Jeanne WOLSTENCROFT in Autism Research, 14-5 (May 2021)
[article]
Titre : New approaches to social skills training: Blended group interventions for girls with social communication difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Jeanne WOLSTENCROFT, Auteur ; Eleanor KERRY, Auteur ; Hayley DENYER, Auteur ; Alice WATKINS, Auteur ; William MANDY, Auteur ; David SKUSE, Auteur Article en page(s) : p.1061-1072 Langues : Anglais (eng) Mots-clés : autism e-health girls intervention online treatment social skills training Index. décimale : PER Périodiques Résumé : Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face-to-face group meetings. A systematic multiple-case series design with case tracking was developed, comprising a 3-month baseline, a 2-month intervention and a 3-month follow-up period. Seven adolescents with Turner Syndrome and social communication difficulties (17-20?years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self-esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre-intervention baseline. This proof-of-principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties. LAY SUMMARY: Social skills groups are increasingly popular for children with social communication disorders, but there is little evidence for their use online. Psychological treatments that require weekly face-to-face sessions for both children and their parents are associated with practical difficulties, disrupting family life and school commitments. Our study, is the first to use a blended online and face-to-face social skills training program for adolescent girls with social communication difficulties. We showed that this new approach to treatment was acceptable to families and has a positive and significant impact on participant's social performance and social knowledge. This new treatment approach may increase the accessibility of treatment for adolescents and young adults, especially those with social communication difficulties. Autism Res 2021, 14: 1061-1072. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.1061-1072[article] New approaches to social skills training: Blended group interventions for girls with social communication difficulties [Texte imprimé et/ou numérique] / Jeanne WOLSTENCROFT, Auteur ; Eleanor KERRY, Auteur ; Hayley DENYER, Auteur ; Alice WATKINS, Auteur ; William MANDY, Auteur ; David SKUSE, Auteur . - p.1061-1072.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.1061-1072
Mots-clés : autism e-health girls intervention online treatment social skills training Index. décimale : PER Périodiques Résumé : Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face-to-face group meetings. A systematic multiple-case series design with case tracking was developed, comprising a 3-month baseline, a 2-month intervention and a 3-month follow-up period. Seven adolescents with Turner Syndrome and social communication difficulties (17-20?years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self-esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre-intervention baseline. This proof-of-principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties. LAY SUMMARY: Social skills groups are increasingly popular for children with social communication disorders, but there is little evidence for their use online. Psychological treatments that require weekly face-to-face sessions for both children and their parents are associated with practical difficulties, disrupting family life and school commitments. Our study, is the first to use a blended online and face-to-face social skills training program for adolescent girls with social communication difficulties. We showed that this new approach to treatment was acceptable to families and has a positive and significant impact on participant's social performance and social knowledge. This new treatment approach may increase the accessibility of treatment for adolescents and young adults, especially those with social communication difficulties. Autism Res 2021, 14: 1061-1072. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Sleep problems in autism spectrum disorders: A comparison to sleep in typically developing children using actigraphy, diaries and questionnaires / Andrew D. R. SURTEES in Research in Autism Spectrum Disorders, 67 (November 2019)
[article]
Titre : Sleep problems in autism spectrum disorders: A comparison to sleep in typically developing children using actigraphy, diaries and questionnaires Type de document : Texte imprimé et/ou numérique Auteurs : Andrew D. R. SURTEES, Auteur ; Caroline RICHARDS, Auteur ; Emma L. CLARKSON, Auteur ; Mary HEALD, Auteur ; Jayne TRICKETT, Auteur ; Hayley DENYER, Auteur ; Hayley CRAWFORD, Auteur ; Chris OLIVER, Auteur Article en page(s) : p.101439 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Sleep Actigraphy Insomnia Parasomnias Index. décimale : PER Périodiques Résumé : Background It has been reported widely that children with Autism Spectrum Disorders (ASD) are more likely to experience sleep problems than children without ASD. Sleep problems are among the most prevalent comorbid difficulties with ASD. The current study aimed to use multiple methods to describe these difficulties. Method Sleep of sixteen children with ASD and a parentally-reported sleep problem was compared to the sleep of a matched group of children without ASD. Seven nights of actigraphy data were collected for both groups, alongside sleep diaries and questionnaires. Results No group differences were identified through actigraphy or diary measures. Questionnaire data confirmed that the children with ASD had a higher prevalence of sleep problems. Significant differences were noted in problems with parasomnias (a frequent problem for 79% of the children with ASD), sleep onset (43%) and day-time sleepiness (64%). Conclusions Multi-method assessment is vital in understanding sleep problems in children with ASD. Broad estimates of quantity of sleep do not necessarily describe the difficulties experienced. Using questionnaires in addition to objective measurement may be a means to understand sleep problems in children with ASD and to an improved understanding of their impact. En ligne : https://doi.org/10.1016/j.rasd.2019.101439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101439[article] Sleep problems in autism spectrum disorders: A comparison to sleep in typically developing children using actigraphy, diaries and questionnaires [Texte imprimé et/ou numérique] / Andrew D. R. SURTEES, Auteur ; Caroline RICHARDS, Auteur ; Emma L. CLARKSON, Auteur ; Mary HEALD, Auteur ; Jayne TRICKETT, Auteur ; Hayley DENYER, Auteur ; Hayley CRAWFORD, Auteur ; Chris OLIVER, Auteur . - p.101439.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101439
Mots-clés : Autism spectrum disorders Sleep Actigraphy Insomnia Parasomnias Index. décimale : PER Périodiques Résumé : Background It has been reported widely that children with Autism Spectrum Disorders (ASD) are more likely to experience sleep problems than children without ASD. Sleep problems are among the most prevalent comorbid difficulties with ASD. The current study aimed to use multiple methods to describe these difficulties. Method Sleep of sixteen children with ASD and a parentally-reported sleep problem was compared to the sleep of a matched group of children without ASD. Seven nights of actigraphy data were collected for both groups, alongside sleep diaries and questionnaires. Results No group differences were identified through actigraphy or diary measures. Questionnaire data confirmed that the children with ASD had a higher prevalence of sleep problems. Significant differences were noted in problems with parasomnias (a frequent problem for 79% of the children with ASD), sleep onset (43%) and day-time sleepiness (64%). Conclusions Multi-method assessment is vital in understanding sleep problems in children with ASD. Broad estimates of quantity of sleep do not necessarily describe the difficulties experienced. Using questionnaires in addition to objective measurement may be a means to understand sleep problems in children with ASD and to an improved understanding of their impact. En ligne : https://doi.org/10.1016/j.rasd.2019.101439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405