Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders / Cyndie KONING in Research in Autism Spectrum Disorders, 7-10 (October 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1282-1290 Titre : Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders Type de document : texte imprimé Auteurs : Cyndie KONING, Auteur ; Joyce MAGILL-EVANS, Auteur ; Joanne VOLDEN, Auteur ; Bruce DICK, Auteur Article en page(s) : p.1282-1290 Langues : Anglais (eng) Mots-clés : Cognitive behavior therapy  Social skills  Intervention  ASD  Autism Index. décimale : PER Périodiques Résumé : School-aged children with Autism Spectrum Disorders (ASD) experience significant difficulty with peer interaction. Research to identify the most effective strategies to address this difficulty has increased but more evidence is needed. Cognitive behavior therapy (CBT), which focuses on changing how a person thinks about social situations as well as how he behaves, is a promising approach. This study evaluated the efficacy of a 15 week CBT-based social skills intervention for boys aged 10–12 years diagnosed with an ASD. Boys with average or better IQ and receptive language skills were randomly assigned to either a control (n = 8) or intervention condition (n = 7). During intervention, boys attended weekly 2 h long group sessions focusing on self-monitoring skills, social perception and affective knowledge, conversation skills, social problem-solving, and friendship management skills. Comparison of the outcomes using repeated measures analyses indicated that boys receiving the intervention scored significantly better on measures of social perception, peer interaction, and social knowledge than boys who had not received intervention. There were no differences on general measures of socialization. The manualized intervention used in this study shows promise but replication with larger samples is needed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders [texte imprimé] / Cyndie KONING, Auteur ; Joyce MAGILL-EVANS, Auteur ; Joanne VOLDEN, Auteur ; Bruce DICK, Auteur . - p.1282-1290. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1282-1290 Mots-clés : Cognitive behavior therapy  Social skills  Intervention  ASD  Autism Index. décimale : PER Périodiques Résumé : School-aged children with Autism Spectrum Disorders (ASD) experience significant difficulty with peer interaction. Research to identify the most effective strategies to address this difficulty has increased but more evidence is needed. Cognitive behavior therapy (CBT), which focuses on changing how a person thinks about social situations as well as how he behaves, is a promising approach. This study evaluated the efficacy of a 15 week CBT-based social skills intervention for boys aged 10–12 years diagnosed with an ASD. Boys with average or better IQ and receptive language skills were randomly assigned to either a control (n = 8) or intervention condition (n = 7). During intervention, boys attended weekly 2 h long group sessions focusing on self-monitoring skills, social perception and affective knowledge, conversation skills, social problem-solving, and friendship management skills. Comparison of the outcomes using repeated measures analyses indicated that boys receiving the intervention scored significantly better on measures of social perception, peer interaction, and social knowledge than boys who had not received intervention. There were no differences on general measures of socialization. The manualized intervention used in this study shows promise but replication with larger samples is needed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Social and Language Skills in Adolescent Boys with Asperger Syndrome / Cyndie KONING in Autism, 5-1 (March 2001)  

Public ISBD [article]  inAutism > 5-1 (March 2001) . - p.23-36 Titre : Social and Language Skills in Adolescent Boys with Asperger Syndrome Type de document : texte imprimé Auteurs : Cyndie KONING, Auteur ; Joyce MAGILL-EVANS, Auteur Article en page(s) : p.23-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Twenty-one adolescent boys with Asperger syndrome and 21 boys matched on age and an estimate of IQ were assessed using standardized measures of social perception (Child and Adolescent Social Perception Measure, CASP), social skills (parent, teacher, and student forms of the Social Skills Rating System, SSRS), number of close friends and frequency of contact (Child Behavior Checklist) and expressive and receptive language (Clinical Evaluation of Language Fundamentals-Revised). There were significant differences between groups on CASP scores, SSRS scores, number of friends, frequency of contact and social competence. There was also a significant difference on receptive language. The clinically and statistically significant differences between the groups on the measures of social skills help us understand the nature of the social deficits in Asperger syndrome and suggest the need to focus on specific deficits. These findings are discussed in relation to diagnostic criteria and intervention. En ligne : http://dx.doi.org/10.1177/1362361301005001003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 [article] Social and Language Skills in Adolescent Boys with Asperger Syndrome [texte imprimé] / Cyndie KONING, Auteur ; Joyce MAGILL-EVANS, Auteur . - p.23-36. Langues : Anglais (eng) in Autism > 5-1 (March 2001) . - p.23-36 Index. décimale : PER Périodiques Résumé : Twenty-one adolescent boys with Asperger syndrome and 21 boys matched on age and an estimate of IQ were assessed using standardized measures of social perception (Child and Adolescent Social Perception Measure, CASP), social skills (parent, teacher, and student forms of the Social Skills Rating System, SSRS), number of close friends and frequency of contact (Child Behavior Checklist) and expressive and receptive language (Clinical Evaluation of Language Fundamentals-Revised). There were significant differences between groups on CASP scores, SSRS scores, number of friends, frequency of contact and social competence. There was also a significant difference on receptive language. The clinically and statistically significant differences between the groups on the measures of social skills help us understand the nature of the social deficits in Asperger syndrome and suggest the need to focus on specific deficits. These findings are discussed in relation to diagnostic criteria and intervention. En ligne : http://dx.doi.org/10.1177/1362361301005001003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208

Youth With Autism Spectrum Disorders: Self- and Proxy-Reported Quality of Life and Adaptive Functioning / Brenda G. CLARK in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.57-64 Titre : Youth With Autism Spectrum Disorders: Self- and Proxy-Reported Quality of Life and Adaptive Functioning Type de document : texte imprimé Auteurs : Brenda G. CLARK, Auteur ; Joyce MAGILL-EVANS, Auteur ; Cyndie KONING, Auteur Article en page(s) : p.57-64 Langues : Anglais (eng) Mots-clés : quality of life  adaptive skills  self-report Index. décimale : PER Périodiques Résumé : Quality of life (QoL) for persons with Autism Spectrum Disorders (ASD) and factors associated with QoL are not well understood. Prior literature has relied on parent-report though this is changing. It may be important to consider both parent-reported QoL and self-report. This study explored QoL in 22 Canadian adolescents (3 girls, 19 boys) ages 13 to 18 years (M = 15.2 years). Adolescents completed the 10 subscales of the KIDSCREEN-52, a standardized questionnaire, while their parents completed the proxy form of the measure and the Adaptive Behavior Assessment System–II. Both parents and adolescents reported mean QoL scores in the lower average range. Intra-class correlation coefficients between parent and self-report were similar to adolescents without special needs except for four subscales. Correlations between QoL and the General Adaptive Composite score were remarkably low. Adolescents with ASD respond differently from their parents in some areas and both reports should be considered. En ligne : http://dx.doi.org/10.1177/1088357614522289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Youth With Autism Spectrum Disorders: Self- and Proxy-Reported Quality of Life and Adaptive Functioning [texte imprimé] / Brenda G. CLARK, Auteur ; Joyce MAGILL-EVANS, Auteur ; Cyndie KONING, Auteur . - p.57-64. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.57-64 Mots-clés : quality of life  adaptive skills  self-report Index. décimale : PER Périodiques Résumé : Quality of life (QoL) for persons with Autism Spectrum Disorders (ASD) and factors associated with QoL are not well understood. Prior literature has relied on parent-report though this is changing. It may be important to consider both parent-reported QoL and self-report. This study explored QoL in 22 Canadian adolescents (3 girls, 19 boys) ages 13 to 18 years (M = 15.2 years). Adolescents completed the 10 subscales of the KIDSCREEN-52, a standardized questionnaire, while their parents completed the proxy form of the measure and the Adaptive Behavior Assessment System–II. Both parents and adolescents reported mean QoL scores in the lower average range. Intra-class correlation coefficients between parent and self-report were similar to adolescents without special needs except for four subscales. Correlations between QoL and the General Adaptive Composite score were remarkably low. Adolescents with ASD respond differently from their parents in some areas and both reports should be considered. En ligne : http://dx.doi.org/10.1177/1088357614522289 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

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