iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.417-430 Titre : iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; James LAFFEY, Auteur ; Krista GALYEN, Auteur ; Melissa J. HERZOG, Auteur Article en page(s) : p.417-430 Langues : Anglais (eng) Mots-clés : 3D virtual learning environments  High functioning autism  Social competence  Distance education Index. décimale : PER Périodiques Résumé : One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth. En ligne : http://dx.doi.org/10.1007/s10803-013-1881-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; James LAFFEY, Auteur ; Krista GALYEN, Auteur ; Melissa J. HERZOG, Auteur . - p.417-430. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.417-430 Mots-clés : 3D virtual learning environments  High functioning autism  Social competence  Distance education Index. décimale : PER Périodiques Résumé : One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth. En ligne : http://dx.doi.org/10.1007/s10803-013-1881-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 42-3 (March 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.354-366 Titre : Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; Karen V. O’CONNOR, Auteur ; Melissa J. HERZOG, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur Année de publication : 2012 Article en page(s) : p.354-366 Langues : Anglais (eng) Mots-clés : Social competence  Aspergers Syndrome  High functioning autism  Cognitive-behavioral intervention  Elementary-age children Index. décimale : PER Périodiques Résumé : Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067–1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1249-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; Karen V. O’CONNOR, Auteur ; Melissa J. HERZOG, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur . - 2012 . - p.354-366. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.354-366 Mots-clés : Social competence  Aspergers Syndrome  High functioning autism  Cognitive-behavioral intervention  Elementary-age children Index. décimale : PER Périodiques Résumé : Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067–1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1249-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD / Tia SCHULTZ in Autism Research and Treatment, (December 2011)  

Public ISBD [article]  inAutism Research and Treatment > (December 2011) . - 10 p. Titre : Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Tia SCHULTZ, Auteur ; Janine P. STICHTER, Auteur ; Melissa J. HERZOG, Auteur ; Stephanie MCGHEE, Auteur ; Kristin LIERHEIMER, Auteur Année de publication : 2011 Article en page(s) : 10 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group ( �� = 1 6 ) or to the waitlist comparison group ( �� = 1 0 ). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents’ well being. En ligne : http://dx.doi.org/10.1155/2012/681465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD [Texte imprimé et/ou numérique] / Tia SCHULTZ, Auteur ; Janine P. STICHTER, Auteur ; Melissa J. HERZOG, Auteur ; Stephanie MCGHEE, Auteur ; Kristin LIERHEIMER, Auteur . - 2011 . - 10 p. Langues : Anglais (eng) in Autism Research and Treatment > (December 2011) . - 10 p. Index. décimale : PER Périodiques Résumé : Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group ( �� = 1 6 ) or to the waitlist comparison group ( �� = 1 0 ). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents’ well being. En ligne : http://dx.doi.org/10.1155/2012/681465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

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 et/ou numérique 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 et/ou numérique] / 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

---

1 (1 - 4 / 4)