Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1025-1036 Titre : Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Alexander GANTMAN, Auteur ; Ashley R. DILLON, Auteur ; Catherine MOGIL, Auteur Année de publication : 2012 Article en page(s) : p.1025-1036 Langues : Anglais (eng) Mots-clés : Social skills  Autism  Asperger’s Disorder  PEERS  Friendship  Adolescents Index. décimale : PER Périodiques Résumé : The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. En ligne : http://dx.doi.org/10.1007/s10803-011-1339-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156 [article] Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Alexander GANTMAN, Auteur ; Ashley R. DILLON, Auteur ; Catherine MOGIL, Auteur . - 2012 . - p.1025-1036. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1025-1036 Mots-clés : Social skills  Autism  Asperger’s Disorder  PEERS  Friendship  Adolescents Index. décimale : PER Périodiques Résumé : The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. En ligne : http://dx.doi.org/10.1007/s10803-011-1339-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156

Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 39-4 (April 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-4 (April 2009) . - p.596-606 Titre : Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Catherine MOGIL, Auteur ; Ashley R. DILLON, Auteur Année de publication : 2009 Article en page(s) : p.596-606 Langues : Anglais (eng) Mots-clés : Social-skills Autism Asperger’s-Disorder Friendship Adolescents PEERS Index. décimale : PER Périodiques Résumé : This study examines the efficacy of a manualized parent-assisted social skills intervention in comparison with a matched Delayed Treatment Control group to improve friendship quality and social skills among teens 13–17 years of age with autism spectrum disorders. Targeted skills included conversational skills, peer entry and exiting skills, developing friendship networks, good sportsmanship, good host behavior during get-togethers, changing bad reputations, and handling teasing, bullying, and arguments. Results revealed, in comparison with the control group, that the treatment group significantly improved their knowledge of social skills, increased frequency of hosted get-togethers, and improved overall social skills as reported by parents. Possibly due to poor return rate of questionnaires, social skills improvement reported by teachers was not significant. Future research should provide follow-up data to test the durability of treatment. En ligne : http://dx.doi.org/10.1007/s10803-008-0664-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=706 [article] Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Catherine MOGIL, Auteur ; Ashley R. DILLON, Auteur . - 2009 . - p.596-606. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-4 (April 2009) . - p.596-606 Mots-clés : Social-skills Autism Asperger’s-Disorder Friendship Adolescents PEERS Index. décimale : PER Périodiques Résumé : This study examines the efficacy of a manualized parent-assisted social skills intervention in comparison with a matched Delayed Treatment Control group to improve friendship quality and social skills among teens 13–17 years of age with autism spectrum disorders. Targeted skills included conversational skills, peer entry and exiting skills, developing friendship networks, good sportsmanship, good host behavior during get-togethers, changing bad reputations, and handling teasing, bullying, and arguments. Results revealed, in comparison with the control group, that the treatment group significantly improved their knowledge of social skills, increased frequency of hosted get-togethers, and improved overall social skills as reported by parents. Possibly due to poor return rate of questionnaires, social skills improvement reported by teachers was not significant. Future research should provide follow-up data to test the durability of treatment. En ligne : http://dx.doi.org/10.1007/s10803-008-0664-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=706

Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills / Ya-Chih CHANG in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.467-470 Titre : Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Elizabeth A. LAUGESON, Auteur ; Alexander GANTMAN, Auteur ; Ruth ELLINGSEN, Auteur ; Fred FRANKEL, Auteur ; Ashley R. DILLON, Auteur Article en page(s) : p.467-470 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  friendship  predictors  Program for the Education and Enrichment of Relational Skills  social skills Index. décimale : PER Périodiques Résumé : This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention. En ligne : http://dx.doi.org/10.1177/1362361313478995 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Elizabeth A. LAUGESON, Auteur ; Alexander GANTMAN, Auteur ; Ruth ELLINGSEN, Auteur ; Fred FRANKEL, Auteur ; Ashley R. DILLON, Auteur . - p.467-470. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.467-470 Mots-clés : adolescents  autism spectrum disorders  friendship  predictors  Program for the Education and Enrichment of Relational Skills  social skills Index. décimale : PER Périodiques Résumé : This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention. En ligne : http://dx.doi.org/10.1177/1362361313478995 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

---

1 (1 - 3 / 3)