Improving the Social Skills of Children with HFASD: An Intervention Study / Cynthia WAUGH in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2961-2980 Titre : Improving the Social Skills of Children with HFASD: An Intervention Study Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia WAUGH, Auteur ; Joan PESKIN, Auteur Article en page(s) : p.2961-2980 Langues : Anglais (eng) Mots-clés : Theory of mind  Visual supports  Social skills  High-functioning autism  Friendship training  Community intervention Index. décimale : PER Périodiques Résumé : The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer’s mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies, through the use of visual scaffolds in story format. Compared to two control groups, S.S.ToM participants demonstrated significantly greater gains on measures of Theory of Mind and social responsiveness. At a 3-month follow-up assessment, improvements appeared to have been maintained and continued gains were observed. These results provide support for the utility of a visually supported Theory of Mind and social skills intervention that may be delivered in community settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2459-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Improving the Social Skills of Children with HFASD: An Intervention Study [Texte imprimé et/ou numérique] / Cynthia WAUGH, Auteur ; Joan PESKIN, Auteur . - p.2961-2980. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2961-2980 Mots-clés : Theory of mind  Visual supports  Social skills  High-functioning autism  Friendship training  Community intervention Index. décimale : PER Périodiques Résumé : The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer’s mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies, through the use of visual scaffolds in story format. Compared to two control groups, S.S.ToM participants demonstrated significantly greater gains on measures of Theory of Mind and social responsiveness. At a 3-month follow-up assessment, improvements appeared to have been maintained and continued gains were observed. These results provide support for the utility of a visually supported Theory of Mind and social skills intervention that may be delivered in community settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2459-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Thinking About a Reader’s Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders / Michael GROSSMAN in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2376-2392 Titre : Thinking About a Reader’s Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michael GROSSMAN, Auteur ; Joan PESKIN, Auteur ; Valerie SAN JUAN, Auteur Article en page(s) : p.2376-2392 Langues : Anglais (eng) Mots-clés : Autism  Asperger syndrome  Referential communication  Writing  Theory of mind  Intervention Index. décimale : PER Périodiques Résumé : A critical component of effective communication is the ability to consider the knowledge state of one’s audience, yet individuals with autism spectrum disorders (ASD) have difficulty representing the mental states of others. In the present study, youth with high-functioning ASD were trained to consider their reader’s knowledge states in their compositions using a novel computer-based task. After two training trials, participants who received visual feedback from a confederate demonstrated significantly greater communicative clarity on the training measure compared to a control group. The improvements from training transferred to similar and very different tasks, and were maintained approximately 6 weeks post-intervention. These results provide support for the sustained efficacy of a rapid and motivating communication intervention for youth with high-functioning ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1786-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Thinking About a Reader’s Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Michael GROSSMAN, Auteur ; Joan PESKIN, Auteur ; Valerie SAN JUAN, Auteur . - p.2376-2392. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2376-2392 Mots-clés : Autism  Asperger syndrome  Referential communication  Writing  Theory of mind  Intervention Index. décimale : PER Périodiques Résumé : A critical component of effective communication is the ability to consider the knowledge state of one’s audience, yet individuals with autism spectrum disorders (ASD) have difficulty representing the mental states of others. In the present study, youth with high-functioning ASD were trained to consider their reader’s knowledge states in their compositions using a novel computer-based task. After two training trials, participants who received visual feedback from a confederate demonstrated significantly greater communicative clarity on the training measure compared to a control group. The improvements from training transferred to similar and very different tasks, and were maintained approximately 6 weeks post-intervention. These results provide support for the sustained efficacy of a rapid and motivating communication intervention for youth with high-functioning ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1786-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

---

1 (1 - 2 / 2)