Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1067-1079 Titre : Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation Type de document : texte imprimé Auteurs : Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Nicholas GAGE, Auteur ; Melissa J. HERZOG, Auteur ; Karen VISOVSKY, Auteur ; Carla SCHMIDT, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2010 Article en page(s) : p.1067-1079 Langues : Anglais (eng) Mots-clés : Social-competence Asperger-syndrome High-functioning-autism Cognitive-behavioral-intervention Adolescents Index. décimale : PER Périodiques Résumé : Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. En ligne : http://dx.doi.org/10.1007/s10803-010-0959-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation [texte imprimé] / Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Nicholas GAGE, Auteur ; Melissa J. HERZOG, Auteur ; Karen VISOVSKY, Auteur ; Carla SCHMIDT, Auteur ; Tia SCHULTZ, Auteur . - 2010 . - p.1067-1079. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1067-1079 Mots-clés : Social-competence Asperger-syndrome High-functioning-autism Cognitive-behavioral-intervention Adolescents Index. décimale : PER Périodiques Résumé : Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. En ligne : http://dx.doi.org/10.1007/s10803-010-0959-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

The Use of Digital Interventions for Children and Adolescents with Autism Spectrum Disorder—A Meta-Analysis / Fang XU in Journal of Autism and Developmental Disorders, 56-2 (February 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-2 (February 2026) . - p.499-515 Titre : The Use of Digital Interventions for Children and Adolescents with Autism Spectrum Disorder—A Meta-Analysis Type de document : texte imprimé Auteurs : Fang XU, Auteur ; Nicholas GAGE, Auteur ; Songtian ZENG, Auteur ; Madian ZHANG, Auteur ; Anastasiia IUN, Auteur ; Margaret O’RIORDAN, Auteur ; Eunsuk KIM, Auteur Article en page(s) : p.499-515 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This comprehensive meta-analysis aimed to assess the effectiveness of digital interventions in improving developmental skills for children and adolescents with autism spectrum disorder (ASD). We conducted a systematic literature search based on three databases. A pre-test adjusted between-group standardized effect size was computed for effect size synthesis. We utilized a robust variance estimation model to analyze overall treatment effect. Moderator analyses and publication bias were also addressed. Twenty-eight studies (150 effect sizes) using randomized control trials (RCT; n = 22) or quasi-experimental designs (QED; n = 6) were included. Most studies (n = 22) included social-emotional skills as primary outcomes. The meta-analysis revealed a medium to large overall effect size, with Hedges’ g = 0.62, 95% CI [0.36, 0.88], p < 0.001. We found that digital interventions have a statistically significantly large effect on enhancing social-emotional skills compared with language and communication skills, cognitive skills, daily living skills, and physical skills. The results of moderator analyses indicated that computer-based interventions have larger effect sizes in comparison to tablet/smartphone-based interventions. No statistically significant differences were observed between studies utilizing RCT and those using QED. We recommended the integration of digital interventions as supplemental resources in behavioral and educational interventions. Further research needs to focus on more females, young children, and adolescents with ASD in digital intervention research. En ligne : https://doi.org/10.1007/s10803-024-06563-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 [article] The Use of Digital Interventions for Children and Adolescents with Autism Spectrum Disorder—A Meta-Analysis [texte imprimé] / Fang XU, Auteur ; Nicholas GAGE, Auteur ; Songtian ZENG, Auteur ; Madian ZHANG, Auteur ; Anastasiia IUN, Auteur ; Margaret O’RIORDAN, Auteur ; Eunsuk KIM, Auteur . - p.499-515. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-2 (February 2026) . - p.499-515 Index. décimale : PER Périodiques Résumé : This comprehensive meta-analysis aimed to assess the effectiveness of digital interventions in improving developmental skills for children and adolescents with autism spectrum disorder (ASD). We conducted a systematic literature search based on three databases. A pre-test adjusted between-group standardized effect size was computed for effect size synthesis. We utilized a robust variance estimation model to analyze overall treatment effect. Moderator analyses and publication bias were also addressed. Twenty-eight studies (150 effect sizes) using randomized control trials (RCT; n = 22) or quasi-experimental designs (QED; n = 6) were included. Most studies (n = 22) included social-emotional skills as primary outcomes. The meta-analysis revealed a medium to large overall effect size, with Hedges’ g = 0.62, 95% CI [0.36, 0.88], p < 0.001. We found that digital interventions have a statistically significantly large effect on enhancing social-emotional skills compared with language and communication skills, cognitive skills, daily living skills, and physical skills. The results of moderator analyses indicated that computer-based interventions have larger effect sizes in comparison to tablet/smartphone-based interventions. No statistically significant differences were observed between studies utilizing RCT and those using QED. We recommended the integration of digital interventions as supplemental resources in behavioral and educational interventions. Further research needs to focus on more females, young children, and adolescents with ASD in digital intervention research. En ligne : https://doi.org/10.1007/s10803-024-06563-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580

The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 39-6 (June 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.883-896 Titre : The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism Type de document : texte imprimé Auteurs : Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Denise KAY, Auteur ; Nicholas GAGE, Auteur Année de publication : 2009 Article en page(s) : p.883-896 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Structural-analysis Antecedent-based-intervention Index. décimale : PER Périodiques Résumé : Evidence continues to maintain that the use of antecedent variables (i.e., instructional practices, and environmental characteristics) increase prosocial and adaptive behaviors of students with disabilities (e.g., Kern et al. in J Appl Behav Anal 27(1):7–19, 1994; Stichter et al. in Behav Disord 30:401–418, 2005). This study extends the literature by systematically utilizing practitioner-implemented structural analyzes within school settings to determine antecedent variables affecting the prosocial behavior of students with autism. Optimal antecedents were combined into intervention packages and assessed utilizing a multiple baseline design across settings. All three students demonstrated improvement across all three settings. Rates of engagement and social interaction were obtained from classroom peers to serve as benchmark data. Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings. En ligne : http://dx.doi.org/10.1007/s10803-009-0693-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758 [article] The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism [texte imprimé] / Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Denise KAY, Auteur ; Nicholas GAGE, Auteur . - 2009 . - p.883-896. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.883-896 Mots-clés : Autism-spectrum-disorders Structural-analysis Antecedent-based-intervention Index. décimale : PER Périodiques Résumé : Evidence continues to maintain that the use of antecedent variables (i.e., instructional practices, and environmental characteristics) increase prosocial and adaptive behaviors of students with disabilities (e.g., Kern et al. in J Appl Behav Anal 27(1):7–19, 1994; Stichter et al. in Behav Disord 30:401–418, 2005). This study extends the literature by systematically utilizing practitioner-implemented structural analyzes within school settings to determine antecedent variables affecting the prosocial behavior of students with autism. Optimal antecedents were combined into intervention packages and assessed utilizing a multiple baseline design across settings. All three students demonstrated improvement across all three settings. Rates of engagement and social interaction were obtained from classroom peers to serve as benchmark data. Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings. En ligne : http://dx.doi.org/10.1007/s10803-009-0693-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758

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