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Social Skills Assessments for Children with Autism Spectrum Disorders / Erin ROTHERAM-FULLER in Autism - Open Access, 3-3 (December 2013)
[article]
Titre : Social Skills Assessments for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Erin ROTHERAM-FULLER, Auteur ; Mina KIM, Auteur ; Deborah SEIPLE, Auteur ; Jill LOCKE, Auteur ; Rebecca GREENWELL, Auteur ; Darren LEVIN, Auteur Année de publication : 2013 Article en page(s) : 8 p. Langues : Anglais (eng) Mots-clés : Social skills intervention Autism Assessment Index. décimale : PER Périodiques Résumé : Several interventions have been developed to address social functioning impairments among children with autism spectrum disorders (ASD). This review evaluated the variety of interventions and outcomes from 59 studies published between 1990 and 2010. Over 80 discrete outcomes were used across the 59 studies, and varied from informal self-report measures to standardized test scores. The types of interventions used were similarly diverse, with the majority (74.6%) using a combination of multiple interventions. Although there is not a standard assessment or intervention that can be recommended to improve social skills, key domains have been identified, which can inform the development of appropriate assessments and interventions to improve the social behaviors of children with ASD. En ligne : http://dx.doi.org/10.4172/2165-7890.1000122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Autism - Open Access > 3-3 (December 2013) . - 8 p.[article] Social Skills Assessments for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Erin ROTHERAM-FULLER, Auteur ; Mina KIM, Auteur ; Deborah SEIPLE, Auteur ; Jill LOCKE, Auteur ; Rebecca GREENWELL, Auteur ; Darren LEVIN, Auteur . - 2013 . - 8 p.
Langues : Anglais (eng)
in Autism - Open Access > 3-3 (December 2013) . - 8 p.
Mots-clés : Social skills intervention Autism Assessment Index. décimale : PER Périodiques Résumé : Several interventions have been developed to address social functioning impairments among children with autism spectrum disorders (ASD). This review evaluated the variety of interventions and outcomes from 59 studies published between 1990 and 2010. Over 80 discrete outcomes were used across the 59 studies, and varied from informal self-report measures to standardized test scores. The types of interventions used were similarly diverse, with the majority (74.6%) using a combination of multiple interventions. Although there is not a standard assessment or intervention that can be recommended to improve social skills, key domains have been identified, which can inform the development of appropriate assessments and interventions to improve the social behaviors of children with ASD. En ligne : http://dx.doi.org/10.4172/2165-7890.1000122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research / Susan W. WHITE in Journal of Autism and Developmental Disorders, 37-10 (November 2007)
[article]
Titre : Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Lawrence SCAHILL, Auteur ; Kathleen KEONIG, Auteur Année de publication : 2007 Article en page(s) : p.1858-1868 Langues : Anglais (eng) Mots-clés : Autism Asperger’s-Disorder Social-skills-training Index. décimale : PER Périodiques Résumé : Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD). This review summarizes the state of research in group-based social skills training programs for school-age children and adolescents with ASD. All published studies of group social skills interventions between 1985 and 2006 were reviewed, as well as dissertations examining group-based social skills intervention programs. To assess the state of the science, a template developed by an NIMH work group was applied to 14 identified studies. Based on this review, the empirical support for this approach is incomplete, but promising intervention strategies were identified. Recommendations for the design of future treatment trials to guide clinical practice are offered.
En ligne : http://dx.doi.org/10.1007/s10803-006-0320-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219
in Journal of Autism and Developmental Disorders > 37-10 (November 2007) . - p.1858-1868[article] Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Lawrence SCAHILL, Auteur ; Kathleen KEONIG, Auteur . - 2007 . - p.1858-1868.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-10 (November 2007) . - p.1858-1868
Mots-clés : Autism Asperger’s-Disorder Social-skills-training Index. décimale : PER Périodiques Résumé : Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD). This review summarizes the state of research in group-based social skills training programs for school-age children and adolescents with ASD. All published studies of group social skills interventions between 1985 and 2006 were reviewed, as well as dissertations examining group-based social skills intervention programs. To assess the state of the science, a template developed by an NIMH work group was applied to 14 identified studies. Based on this review, the empirical support for this approach is incomplete, but promising intervention strategies were identified. Recommendations for the design of future treatment trials to guide clinical practice are offered.
En ligne : http://dx.doi.org/10.1007/s10803-006-0320-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 Social skills group training in high-functioning autism: A qualitative responder study / Nora CHOQUE OLSSON in Autism, 20-8 (November 2016)
[article]
Titre : Social skills group training in high-functioning autism: A qualitative responder study Type de document : Texte imprimé et/ou numérique Auteurs : Nora CHOQUE OLSSON, Auteur ; Daniel RAUTIO, Auteur ; Jenny ASZTALOS, Auteur ; Ulrich STOETZER, Auteur ; Sven BÖLTE, Auteur Article en page(s) : p.995-1010 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder evidence-based intervention psychiatry responder-analysis thematic analysis treatment Index. décimale : PER Périodiques Résumé : Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training (“KONTAKT”). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N?=?22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training. En ligne : http://dx.doi.org/10.1177/1362361315621885 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Autism > 20-8 (November 2016) . - p.995-1010[article] Social skills group training in high-functioning autism: A qualitative responder study [Texte imprimé et/ou numérique] / Nora CHOQUE OLSSON, Auteur ; Daniel RAUTIO, Auteur ; Jenny ASZTALOS, Auteur ; Ulrich STOETZER, Auteur ; Sven BÖLTE, Auteur . - p.995-1010.
Langues : Anglais (eng)
in Autism > 20-8 (November 2016) . - p.995-1010
Mots-clés : Autism spectrum disorder evidence-based intervention psychiatry responder-analysis thematic analysis treatment Index. décimale : PER Périodiques Résumé : Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training (“KONTAKT”). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N?=?22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training. En ligne : http://dx.doi.org/10.1177/1362361315621885 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 Social skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1 / E. I. PIERPONT in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
[article]
Titre : Social skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1 Type de document : Texte imprimé et/ou numérique Auteurs : E. I. PIERPONT, Auteur ; R. L. HUDOCK, Auteur ; A. M. FOY, Auteur ; M. SEMRUD-CLIKEMAN, Auteur ; M. E. PIERPONT, Auteur ; S. A. BERRY, Auteur ; R. SHANLEY, Auteur ; N. RUBIN, Auteur ; K. SOMMER, Auteur ; C. L. MOERTEL, Auteur Année de publication : 2018 Article en page(s) : 21 p. Langues : Anglais (eng) Mots-clés : Language Nf1 Neurofibromatosis type 1 Neuropsychological Noonan syndrome RASopathies Social Index. décimale : PER Périodiques Résumé : BACKGROUND: Gene mutations within the RAS-MAPK signaling cascade result in Noonan syndrome (NS), neurofibromatosis type 1 (NF1), and related disorders. Recent research has documented an increased risk for social difficulties and features of autism spectrum disorder (ASD) among children with these conditions. Despite this emerging evidence, the neuropsychological characteristics associated with social skills deficits are not well understood, particularly for children with NS. METHODS: Parents of children with NS (n = 39), NF1 (n = 39), and unaffected siblings (n = 32) between the ages of 8 and 16 years were administered well-validated caregiver questionnaires assessing their child's social skills, language abilities, attention-deficit hyperactivity disorder (ADHD) symptoms and anxiety. RESULTS: With respect to overall social skills, average ratings of children in both clinical groups were similar, and indicated weaker social skills compared to unaffected siblings. Although ratings of social skills were outside of normal limits for more than four in ten children within the clinical groups, most of the deficits were mild/moderate. Fifteen percent of the children with NS and 5% of the children with NF1 were rated as having severe social skills impairment (< - 2SD). Independent of diagnosis, having fewer ADHD symptoms or better social-pragmatic language skills was predictive of stronger social skills. CONCLUSIONS: Amidst efforts to support social skill development among children and adolescents with RASopathies, neuropsychological correlates such as social language competence, attention, and behavioral self-regulation could be important targets of intervention. En ligne : http://dx.doi.org/10.1186/s11689-018-9239-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 21 p.[article] Social skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1 [Texte imprimé et/ou numérique] / E. I. PIERPONT, Auteur ; R. L. HUDOCK, Auteur ; A. M. FOY, Auteur ; M. SEMRUD-CLIKEMAN, Auteur ; M. E. PIERPONT, Auteur ; S. A. BERRY, Auteur ; R. SHANLEY, Auteur ; N. RUBIN, Auteur ; K. SOMMER, Auteur ; C. L. MOERTEL, Auteur . - 2018 . - 21 p.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 21 p.
Mots-clés : Language Nf1 Neurofibromatosis type 1 Neuropsychological Noonan syndrome RASopathies Social Index. décimale : PER Périodiques Résumé : BACKGROUND: Gene mutations within the RAS-MAPK signaling cascade result in Noonan syndrome (NS), neurofibromatosis type 1 (NF1), and related disorders. Recent research has documented an increased risk for social difficulties and features of autism spectrum disorder (ASD) among children with these conditions. Despite this emerging evidence, the neuropsychological characteristics associated with social skills deficits are not well understood, particularly for children with NS. METHODS: Parents of children with NS (n = 39), NF1 (n = 39), and unaffected siblings (n = 32) between the ages of 8 and 16 years were administered well-validated caregiver questionnaires assessing their child's social skills, language abilities, attention-deficit hyperactivity disorder (ADHD) symptoms and anxiety. RESULTS: With respect to overall social skills, average ratings of children in both clinical groups were similar, and indicated weaker social skills compared to unaffected siblings. Although ratings of social skills were outside of normal limits for more than four in ten children within the clinical groups, most of the deficits were mild/moderate. Fifteen percent of the children with NS and 5% of the children with NF1 were rated as having severe social skills impairment (< - 2SD). Independent of diagnosis, having fewer ADHD symptoms or better social-pragmatic language skills was predictive of stronger social skills. CONCLUSIONS: Amidst efforts to support social skill development among children and adolescents with RASopathies, neuropsychological correlates such as social language competence, attention, and behavioral self-regulation could be important targets of intervention. En ligne : http://dx.doi.org/10.1186/s11689-018-9239-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 Social Skills Intervention Participation and Associated Improvements in Executive Function Performance / S. E. CHRIST in Autism Research and Treatment, 2017 (2017)
[article]
Titre : Social Skills Intervention Participation and Associated Improvements in Executive Function Performance Type de document : Texte imprimé et/ou numérique Auteurs : S. E. CHRIST, Auteur ; J. P. STICHTER, Auteur ; K. V. O'CONNOR, Auteur ; Kimberly E. BODNER, Auteur ; A. J. MOFFITT, Auteur ; M. J. HERZOG, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication. It has been postulated that such difficulties are related to disruptions in underlying cognitive processes such as executive function. The present study examined potential changes in executive function performance associated with participation in the Social Competence Intervention (SCI) program, a short-term intervention designed to improve social competence in adolescents with ASD. Laboratory behavioral performance measures were used to separately evaluate potential intervention-related changes in individual executive function component processes (i.e., working memory, inhibitory control, and cognitive flexibility) in a sample of 22 adolescents with ASD both before and after intervention. For comparison purposes, a demographically matched sample of 14 individuals without ASD was assessed at identical time intervals. Intervention-related improvements were observed on the working memory task, with gains evident in spatial working memory and, to a slightly lesser degree, verbal working memory. Significant improvements were also found for a working memory-related aspect of the task switching test (i.e., mixing costs). Taken together, these findings provide preliminary support for the hypothesis that participation in the SCI program is accompanied by changes in underlying neurocognitive processes such as working memory. En ligne : http://dx.doi.org/10.1155/2017/5843851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333
in Autism Research and Treatment > 2017 (2017)[article] Social Skills Intervention Participation and Associated Improvements in Executive Function Performance [Texte imprimé et/ou numérique] / S. E. CHRIST, Auteur ; J. P. STICHTER, Auteur ; K. V. O'CONNOR, Auteur ; Kimberly E. BODNER, Auteur ; A. J. MOFFITT, Auteur ; M. J. HERZOG, Auteur.
Langues : Anglais (eng)
in Autism Research and Treatment > 2017 (2017)
Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social communication. It has been postulated that such difficulties are related to disruptions in underlying cognitive processes such as executive function. The present study examined potential changes in executive function performance associated with participation in the Social Competence Intervention (SCI) program, a short-term intervention designed to improve social competence in adolescents with ASD. Laboratory behavioral performance measures were used to separately evaluate potential intervention-related changes in individual executive function component processes (i.e., working memory, inhibitory control, and cognitive flexibility) in a sample of 22 adolescents with ASD both before and after intervention. For comparison purposes, a demographically matched sample of 14 individuals without ASD was assessed at identical time intervals. Intervention-related improvements were observed on the working memory task, with gains evident in spatial working memory and, to a slightly lesser degree, verbal working memory. Significant improvements were also found for a working memory-related aspect of the task switching test (i.e., mixing costs). Taken together, these findings provide preliminary support for the hypothesis that participation in the SCI program is accompanied by changes in underlying neurocognitive processes such as working memory. En ligne : http://dx.doi.org/10.1155/2017/5843851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 Social Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations / Patricia A. RAO in Journal of Autism and Developmental Disorders, 38-2 (February 2008)
PermalinkSocial Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework / Brian REICHOW in Journal of Autism and Developmental Disorders, 40-2 (February 2010)
PermalinkSocial Skills Training for Adolescents with Asperger Syndrome and High-Functioning Autism / Jeanie TSE in Journal of Autism and Developmental Disorders, 37-10 (November 2007)
PermalinkSocial skills training for children with autism spectrum disorder using a robotic behavioral intervention system / Sang-Seok YUN in Autism Research, 10-7 (July 2017)
PermalinkSocial Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study / Alexander GANTMAN in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkSocial Smiling and Its Components in High-Risk Infant Siblings Without Later ASD Symptomatology / Caitlin MCMAHON NICHOLS in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
PermalinkSocial Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program / P. GHANOUNI in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
PermalinkSocial Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control Group Design / Linda M. QUIRMBACH in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkSocial stories or social control? / Phil S. MOORE in Good Autism Practice - GAP, 8-2 (October 2007)
PermalinkSocial Stories™ to improve social skills in children with autism spectrum disorder: A systematic review / Mohammad KARKHANEH in Autism, 14-6 (November 2010)
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