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

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

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