Effects and Moderators of a Short Theory of Mind Intervention for Children with Autism Spectrum Disorder: A Randomized Controlled Trial / Sander BEGEER in Autism Research, 8-6 (December 2015)  

Public ISBD [article]  inAutism Research > 8-6 (December 2015) . - p.738-748 Titre : Effects and Moderators of a Short Theory of Mind Intervention for Children with Autism Spectrum Disorder: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Patricia HOWLIN, Auteur ; Elske HODDENBACH, Auteur ; Cassandra CLAUSER, Auteur ; Ramon LINDAUER, Auteur ; Pamela CLIFFORD, Auteur ; Carolien GEVERS, Auteur ; Frits BOER, Auteur ; Hans M. KOOT, Auteur Article en page(s) : p.738-748 Langues : Anglais (eng) Mots-clés : autism  treatment  randomized controlled trial  theory of mind  moderator Index. décimale : PER Périodiques Résumé : Limited perspective taking or “Theory of Mind” (ToM) abilities are a core deficit of autism, and many interventions are aimed to improve ToM abilities. In this study, we investigated the effectiveness of a ToM treatment for children with autism spectrum disorders (ASD) and, for the first time, the moderating roles of social interaction style (SIS) and disruptive behavior (DB), to determine which children are most likely to respond to this intervention. The trial protocol is registered at www.trialregister.nl, trial number 2327 and published before the data collection was finished (www.trialsjournal.com). Children with autism aged 7–12 years (n = 97) were randomized over a waitlist control or a treatment condition. Outcome measures included ToM and emotion understanding, parent and teacher questionnaires on children's social skills, ToM-related social behavior, and autistic traits. Six-month follow-up parent reported data were collected for the treatment group. The treatment had a positive effect on ToM understanding, parent-reported ToM behavior, and autistic traits, but not on parent or teacher-reported social behavior. Passive SIS was associated with diminished treatment effects on autistic traits, but DB was unrelated to outcomes. The ToM intervention improved conceptual social understanding and ToM-related behavior of children with ASD. However, broader application of learned skills to other domains of functioning was limited. Individual differences with regard to treatment response are discussed. Autism Res 2015, 8: 738–748. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Effects and Moderators of a Short Theory of Mind Intervention for Children with Autism Spectrum Disorder: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Patricia HOWLIN, Auteur ; Elske HODDENBACH, Auteur ; Cassandra CLAUSER, Auteur ; Ramon LINDAUER, Auteur ; Pamela CLIFFORD, Auteur ; Carolien GEVERS, Auteur ; Frits BOER, Auteur ; Hans M. KOOT, Auteur . - p.738-748. Langues : Anglais (eng) in Autism Research > 8-6 (December 2015) . - p.738-748 Mots-clés : autism  treatment  randomized controlled trial  theory of mind  moderator Index. décimale : PER Périodiques Résumé : Limited perspective taking or “Theory of Mind” (ToM) abilities are a core deficit of autism, and many interventions are aimed to improve ToM abilities. In this study, we investigated the effectiveness of a ToM treatment for children with autism spectrum disorders (ASD) and, for the first time, the moderating roles of social interaction style (SIS) and disruptive behavior (DB), to determine which children are most likely to respond to this intervention. The trial protocol is registered at www.trialregister.nl, trial number 2327 and published before the data collection was finished (www.trialsjournal.com). Children with autism aged 7–12 years (n = 97) were randomized over a waitlist control or a treatment condition. Outcome measures included ToM and emotion understanding, parent and teacher questionnaires on children's social skills, ToM-related social behavior, and autistic traits. Six-month follow-up parent reported data were collected for the treatment group. The treatment had a positive effect on ToM understanding, parent-reported ToM behavior, and autistic traits, but not on parent or teacher-reported social behavior. Passive SIS was associated with diminished treatment effects on autistic traits, but DB was unrelated to outcomes. The ToM intervention improved conceptual social understanding and ToM-related behavior of children with ASD. However, broader application of learned skills to other domains of functioning was limited. Individual differences with regard to treatment response are discussed. Autism Res 2015, 8: 738–748. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

The effectiveness of an attention-based intervention for school-aged autistic children with anger regulating problems: A randomized controlled trial / Pamela CLIFFORD in Autism Research, 15-10 (October 2022)  

Public ISBD [article]  inAutism Research > 15-10 (October 2022) . - p.1971-1984 Titre : The effectiveness of an attention-based intervention for school-aged autistic children with anger regulating problems: A randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Pamela CLIFFORD, Auteur ; Carolien GEVERS, Auteur ; Kim M. JONKMAN, Auteur ; Frits BOER, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.1971-1984 Langues : Anglais (eng) Mots-clés : Affect/emotion  Behavioral intervention  Children  Clinical Trials  Intervention  Treatment research Index. décimale : PER Périodiques Résumé : Anger regulation is a challenge for children with autism spectrum disorders (ASD). We investigated if attention-based cognitive behavioral treatment, based on mindfulness cognitive therapy (MBCT) and dialectical behavior therapy (DBT), reduces aggressive behavior and improves anger coping in school-aged autistic children (n = 51). Children were randomized to an active-control or a treatment condition. The treatment included nine weekly sessions attention-based individual therapy. Parents in both conditions received three weekly psychoeducation group sessions to heighten awareness of expressed emotion (EE). For aggressive behavior, treatment reduced temper tantrums and arguing. No effect was found on destroying things and physical violence. For anger coping, treatment increased adaptive coping strategies of diffusion and social support seeking, but had no effect on assertion, rumination, and maladaptive coping direct anger out and avoidance. Treatment did not impact secondary outcome measures concerning children's quality of life (QoL) and parental stress-levels and psychological well-being. In conclusion, school-aged autistic children are able to acquire self-regulation skills reducing temper tantrums and arguing and increasing the use of adaptive anger coping strategies. The intervention shows potential to improve behavior and regulation, but little transfer to other domains. Limitations and future directions involving the child's social environment, including parents, siblings, and teachers are discussed. LAY SUMMARY: Children on the autism spectrum often show aggressive behavior. Treatment can train children to be more aware of their emotions. This study found that this can help reducing temper tantrums and arguing and increasing some coping skills, though no impact was found on several other domains of aggression and coping. En ligne : http://dx.doi.org/10.1002/aur.2800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 [article] The effectiveness of an attention-based intervention for school-aged autistic children with anger regulating problems: A randomized controlled trial [Texte imprimé et/ou numérique] / Pamela CLIFFORD, Auteur ; Carolien GEVERS, Auteur ; Kim M. JONKMAN, Auteur ; Frits BOER, Auteur ; Sander BEGEER, Auteur . - p.1971-1984. Langues : Anglais (eng) in Autism Research > 15-10 (October 2022) . - p.1971-1984 Mots-clés : Affect/emotion  Behavioral intervention  Children  Clinical Trials  Intervention  Treatment research Index. décimale : PER Périodiques Résumé : Anger regulation is a challenge for children with autism spectrum disorders (ASD). We investigated if attention-based cognitive behavioral treatment, based on mindfulness cognitive therapy (MBCT) and dialectical behavior therapy (DBT), reduces aggressive behavior and improves anger coping in school-aged autistic children (n = 51). Children were randomized to an active-control or a treatment condition. The treatment included nine weekly sessions attention-based individual therapy. Parents in both conditions received three weekly psychoeducation group sessions to heighten awareness of expressed emotion (EE). For aggressive behavior, treatment reduced temper tantrums and arguing. No effect was found on destroying things and physical violence. For anger coping, treatment increased adaptive coping strategies of diffusion and social support seeking, but had no effect on assertion, rumination, and maladaptive coping direct anger out and avoidance. Treatment did not impact secondary outcome measures concerning children's quality of life (QoL) and parental stress-levels and psychological well-being. In conclusion, school-aged autistic children are able to acquire self-regulation skills reducing temper tantrums and arguing and increasing the use of adaptive anger coping strategies. The intervention shows potential to improve behavior and regulation, but little transfer to other domains. Limitations and future directions involving the child's social environment, including parents, siblings, and teachers are discussed. LAY SUMMARY: Children on the autism spectrum often show aggressive behavior. Treatment can train children to be more aware of their emotions. This study found that this can help reducing temper tantrums and arguing and increasing some coping skills, though no impact was found on several other domains of aggression and coping. En ligne : http://dx.doi.org/10.1002/aur.2800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488

Theory of Mind Training in Children with Autism: A Randomized Controlled Trial / Sander BEGEER in Journal of Autism and Developmental Disorders, 41-8 (August 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.997-1006 Titre : Theory of Mind Training in Children with Autism: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Carolien GEVERS, Auteur ; Pamela CLIFFORD, Auteur ; Manja VERHOEVE, Auteur ; Kirstin KAT, Auteur ; Elske HODDENBACH, Auteur ; Frits BOER, Auteur Année de publication : 2011 Article en page(s) : p.997-1006 Langues : Anglais (eng) Mots-clés : Autism  Treatment  Theory of Mind  Social cognition  Randomized controlled trial Index. décimale : PER Périodiques Résumé : Many children with Autism Spectrum Disorders (ASD) participate in social skills or Theory of Mind (ToM) treatments. However, few studies have shown evidence for their effectiveness. The current study used a randomized controlled design to test the effectiveness of a 16-week ToM treatment in 8–13 year old children with ASD and normal IQs (n = 40). The results showed that, compared to controls, the treated children with ASD improved in their conceptual ToM skills, but their elementary understanding, self reported empathic skills or parent reported social behaviour did not improve. Despite the effects on conceptual understanding, the current study does not indicate strong evidence for the effectiveness of a ToM treatment on the daily life mindreading skills. En ligne : http://dx.doi.org/10.1007/s10803-010-1121-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 [article] Theory of Mind Training in Children with Autism: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Carolien GEVERS, Auteur ; Pamela CLIFFORD, Auteur ; Manja VERHOEVE, Auteur ; Kirstin KAT, Auteur ; Elske HODDENBACH, Auteur ; Frits BOER, Auteur . - 2011 . - p.997-1006. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.997-1006 Mots-clés : Autism  Treatment  Theory of Mind  Social cognition  Randomized controlled trial Index. décimale : PER Périodiques Résumé : Many children with Autism Spectrum Disorders (ASD) participate in social skills or Theory of Mind (ToM) treatments. However, few studies have shown evidence for their effectiveness. The current study used a randomized controlled design to test the effectiveness of a 16-week ToM treatment in 8–13 year old children with ASD and normal IQs (n = 40). The results showed that, compared to controls, the treated children with ASD improved in their conceptual ToM skills, but their elementary understanding, self reported empathic skills or parent reported social behaviour did not improve. Despite the effects on conceptual understanding, the current study does not indicate strong evidence for the effectiveness of a ToM treatment on the daily life mindreading skills. En ligne : http://dx.doi.org/10.1007/s10803-010-1121-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132

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