[article] 
inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.719-729

Titre :	Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Cara E. PUGLIESE, Auteur ; Susan W. WHITE, Auteur
Article en page(s) :	p.719-729
Langues :	Anglais (eng)
Mots-clés :	Autism  College  Intervention  Problem solving
Index. décimale :	PER Périodiques
Résumé :	Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program, Problem Solving Skills: 101 (PSS: 101), to teach effective problem solving ability in college students with ASD. Therapists met all treatment integrity objectives across sessions, four of the five participants completed at least eight of the nine sessions, and between-session assignments were generally completed (83 % completion rate), indicating a high level of treatment adherence. Two participants demonstrated reliable improvement post-intervention in problem solving ability and subjective distress. Further evaluation to assess efficacy of the intervention is warranted.
En ligne :	http://dx.doi.org/10.1007/s10803-013-1914-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

[article] Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy [Texte imprimé et/ou numérique] / Cara E. PUGLIESE, Auteur ; Susan W. WHITE, Auteur . - p.719-729.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.719-729

Mots-clés :	Autism  College  Intervention  Problem solving
Index. décimale :	PER Périodiques
Résumé :	Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program, Problem Solving Skills: 101 (PSS: 101), to teach effective problem solving ability in college students with ASD. Therapists met all treatment integrity objectives across sessions, four of the five participants completed at least eight of the nine sessions, and between-session assignments were generally completed (83 % completion rate), indicating a high level of treatment adherence. Two participants demonstrated reliable improvement post-intervention in problem solving ability and subjective distress. Further evaluation to assess efficacy of the intervention is warranted.
En ligne :	http://dx.doi.org/10.1007/s10803-013-1914-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225