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Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools / Belinda RATCLIFFE in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools Type de document : Texte imprimé et/ou numérique Auteurs : Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur Article en page(s) : p.1722-1733 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder ASD Emotional competence Social–emotional intervention Group treatment School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733[article] Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools [Texte imprimé et/ou numérique] / Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur . - p.1722-1733.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733
Mots-clés : Autism Spectrum Disorder ASD Emotional competence Social–emotional intervention Group treatment School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243