Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders / Fred FRANKEL in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.843 Titre : Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur Année de publication : 2010 Article en page(s) : p.843 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1016-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur . - 2010 . - p.843. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.843 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1016-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders / Josh MANDELBERG in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.255-263 Titre : Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Josh MANDELBERG, Auteur ; Fred FRANKEL, Auteur ; Tina CUNNINGHAM, Auteur ; Clarissa M. GOROSPE, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.255-263 Langues : Anglais (eng) Mots-clés : autism  children  follow-up  intervention  social skills Index. décimale : PER Périodiques Résumé : This study aims to evaluate the long-term outcome of Children’s Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children’s Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children’s Friendship Training 1–5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre–Children’s Friendship Training. En ligne : http://dx.doi.org/10.1177/1362361312472403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Josh MANDELBERG, Auteur ; Fred FRANKEL, Auteur ; Tina CUNNINGHAM, Auteur ; Clarissa M. GOROSPE, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.255-263. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.255-263 Mots-clés : autism  children  follow-up  intervention  social skills Index. décimale : PER Périodiques Résumé : This study aims to evaluate the long-term outcome of Children’s Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children’s Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children’s Friendship Training 1–5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre–Children’s Friendship Training. En ligne : http://dx.doi.org/10.1177/1362361312472403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders / Frederick D. FRANKEL in Journal of Child Psychology and Psychiatry, 52-5 (May 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.571-579 Titre : Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Frederick D. FRANKEL, Auteur ; Clarissa M. GOROSPE, Auteur ; Ya-Chih CHANG, Auteur ; Catherine SUGAR, Auteur Année de publication : 2011 Article en page(s) : p.571-579 Langues : Anglais (eng) Mots-clés : Social skills  autism  Asperger’s disorder  friendship Index. décimale : PER Périodiques Résumé : Background:  Children with high-functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school playground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school. Methods:  This study examines the relationship between mother-reported play date frequency and amount of conflict, and peer interaction observed on the school playground for a sample of 27 boys and 4 girls meeting structured interview and observation criteria for ASD. Measures of intellectual functioning, adaptive behavior, and social skills were included in a stepwise regression analysis to account for their impact on relationships between maternal play date reports, general peer acceptance at school (as rated by the child’s teacher) and observations of school playground behavior. Results:  Results revealed that children with autism spectrum disorders who had more play dates in their home tended to spend a greater amount of time engaged in behaviors such as mutual offering of objects, conversing and other turn-taking activities with peers on the school playground. They also received more positive responses to their overtures from peers. These relationships remained highly significant even after accounting for other demographic, general social, and cognitive variables. Conclusions:  The present results suggest that play date frequency is strongly related to school playground behavior. Owing to the design of this study, future research must assess whether play dates in the home promote better peer relationships on the playground or the reverse. In either case, the assessment of play dates, as well as observation of spontaneous unsupervised social interactions, are important outcome measures to consider in social skills interventions for children with high-functioning ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02318.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Frederick D. FRANKEL, Auteur ; Clarissa M. GOROSPE, Auteur ; Ya-Chih CHANG, Auteur ; Catherine SUGAR, Auteur . - 2011 . - p.571-579. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.571-579 Mots-clés : Social skills  autism  Asperger’s disorder  friendship Index. décimale : PER Périodiques Résumé : Background:  Children with high-functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school playground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school. Methods:  This study examines the relationship between mother-reported play date frequency and amount of conflict, and peer interaction observed on the school playground for a sample of 27 boys and 4 girls meeting structured interview and observation criteria for ASD. Measures of intellectual functioning, adaptive behavior, and social skills were included in a stepwise regression analysis to account for their impact on relationships between maternal play date reports, general peer acceptance at school (as rated by the child’s teacher) and observations of school playground behavior. Results:  Results revealed that children with autism spectrum disorders who had more play dates in their home tended to spend a greater amount of time engaged in behaviors such as mutual offering of objects, conversing and other turn-taking activities with peers on the school playground. They also received more positive responses to their overtures from peers. These relationships remained highly significant even after accounting for other demographic, general social, and cognitive variables. Conclusions:  The present results suggest that play date frequency is strongly related to school playground behavior. Owing to the design of this study, future research must assess whether play dates in the home promote better peer relationships on the playground or the reverse. In either case, the assessment of play dates, as well as observation of spontaneous unsupervised social interactions, are important outcome measures to consider in social skills interventions for children with high-functioning ASD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02318.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders / Fred FRANKEL in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.827-842 Titre : A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur Année de publication : 2010 Article en page(s) : p.827-842 Note générale : Article Open Access - An erratum to this article can be found at http://dx.doi.org/10.1007/s10803-010-1016-9 Langues : Anglais (eng) Mots-clés : Social-skills-training Autism Asperger’s-disorder Index. décimale : PER Périodiques Résumé : This study evaluated Children’s Friendship Training (CFT), a manualized parent-assisted intervention to improve social skills among second to fifth grade children with autism spectrum disorders. Comparison was made with a delayed treatment control group (DTC). Targeted skills included conversational skills, peer entry skills, developing friendship networks, good sportsmanship, good host behavior during play dates, and handling teasing. At post-testing, the CFT group was superior to the DTC group on parent measures of social skill and play date behavior, and child measures of popularity and loneliness, At 3-month follow-up, parent measures showed significant improvement from baseline. Post-hoc analysis indicated more than 87% of children receiving CFT showed reliable change on at least one measure at post-test and 66.7% after 3 months follow-up. En ligne : http://dx.doi.org/10.1007/s10803-009-0932-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur . - 2010 . - p.827-842. Article Open Access - An erratum to this article can be found at http://dx.doi.org/10.1007/s10803-010-1016-9 Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.827-842 Mots-clés : Social-skills-training Autism Asperger’s-disorder Index. décimale : PER Périodiques Résumé : This study evaluated Children’s Friendship Training (CFT), a manualized parent-assisted intervention to improve social skills among second to fifth grade children with autism spectrum disorders. Comparison was made with a delayed treatment control group (DTC). Targeted skills included conversational skills, peer entry skills, developing friendship networks, good sportsmanship, good host behavior during play dates, and handling teasing. At post-testing, the CFT group was superior to the DTC group on parent measures of social skill and play date behavior, and child measures of popularity and loneliness, At 3-month follow-up, parent measures showed significant improvement from baseline. Post-hoc analysis indicated more than 87% of children receiving CFT showed reliable change on at least one measure at post-test and 66.7% after 3 months follow-up. En ligne : http://dx.doi.org/10.1007/s10803-009-0932-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

---

1 (1 - 4 / 4)