[article]
| 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 |
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2961-2980
[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 |
|
Improving the Social Skills of Children with HFASD: An Intervention Study in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
