An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism / Carla SCHMIDT in Autism Research and Treatment, (September 2011)  

Public ISBD [article]  inAutism Research and Treatment > (September 2011) . - 11 p. Titre : An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : 11 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed. En ligne : http://dx.doi.org/10.1155/2011/589539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism [Texte imprimé et/ou numérique] / Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - 11 p. Langues : Anglais (eng) in Autism Research and Treatment > (September 2011) . - 11 p. Index. décimale : PER Périodiques Résumé : This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed. En ligne : http://dx.doi.org/10.1155/2011/589539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees / Jena K. RANDOLPH in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238 Titre : Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees Type de document : Texte imprimé et/ou numérique Auteurs : Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : p.230-238 Langues : Anglais (eng) Mots-clés : pivotal response training  parent training  parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees [Texte imprimé et/ou numérique] / Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - p.230-238. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238 Mots-clés : pivotal response training  parent training  parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

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

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