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 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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