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Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)
[article]
Titre : Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur Article en page(s) : p.171-179 Langues : Anglais (eng) Mots-clés : Social skills groups autism spectrum disorders inclusion peer relationships teacher child relationship social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179[article] Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan KING, Auteur . - p.171-179.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179
Mots-clés : Social skills groups autism spectrum disorders inclusion peer relationships teacher child relationship social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder / Justin B. LEAF in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
[article]
Titre : An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Christine MILNE, Auteur ; Mitchell TAUBMAN, Auteur ; Misty OPPENHEIM-LEAF, Auteur ; Norma TORRES, Auteur ; Donna TOWNLEY-COCHRAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.243-259 Langues : Anglais (eng) Mots-clés : Autism Applied behavior analysis Progressive ABA Social skills Social skills groups Index. décimale : PER Périodiques Résumé : In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p?.001) following intervention, and the results were maintained up to 32 weeks after intervention had concluded. En ligne : http://dx.doi.org/10.1007/s10803-016-2949-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.243-259[article] An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Christine MILNE, Auteur ; Mitchell TAUBMAN, Auteur ; Misty OPPENHEIM-LEAF, Auteur ; Norma TORRES, Auteur ; Donna TOWNLEY-COCHRAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Paul J. YODER, Auteur . - p.243-259.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.243-259
Mots-clés : Autism Applied behavior analysis Progressive ABA Social skills Social skills groups Index. décimale : PER Périodiques Résumé : In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p?.001) following intervention, and the results were maintained up to 32 weeks after intervention had concluded. En ligne : http://dx.doi.org/10.1007/s10803-016-2949-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study / Alyne KASSARDJIAN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
[article]
Titre : Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study Type de document : Texte imprimé et/ou numérique Auteurs : Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur Article en page(s) : p.2329-2340 Langues : Anglais (eng) Mots-clés : Autism Behavioral skills training Social skills Social skills groups Social stories Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340[article] Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study [Texte imprimé et/ou numérique] / Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.2329-2340.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340
Mots-clés : Autism Behavioral skills training Social skills Social skills groups Social stories Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238