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Détail de l'auteur
Auteur Kirsten A. SCHOHL |
Documents disponibles écrits par cet auteur (2)
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Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) / Bridget K. DOLAN in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Bridget K. DOLAN, Auteur ; Amy V. VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Sheryl STEVENS, Auteur ; Kirsten A. SCHOHL, Auteur ; Stephanie POTTS, Auteur ; Jenna KAHNE, Auteur ; Nina LINNEMAN, Auteur ; Rheanna REMMEL, Auteur ; Emily HUMMEL, Auteur Article en page(s) : p.2251-2259 Langues : Anglais (eng) Mots-clés : Autism ASD Adolescence PEERS Intervention Social skills Observational In vivo Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS. En ligne : http://dx.doi.org/10.1007/s10803-016-2738-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2251-2259[article] Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Bridget K. DOLAN, Auteur ; Amy V. VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Sheryl STEVENS, Auteur ; Kirsten A. SCHOHL, Auteur ; Stephanie POTTS, Auteur ; Jenna KAHNE, Auteur ; Nina LINNEMAN, Auteur ; Rheanna REMMEL, Auteur ; Emily HUMMEL, Auteur . - p.2251-2259.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2251-2259
Mots-clés : Autism ASD Adolescence PEERS Intervention Social skills Observational In vivo Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS. En ligne : http://dx.doi.org/10.1007/s10803-016-2738-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders / Kirsten A. SCHOHL in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
[article]
Titre : A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten A. SCHOHL, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Bridget DOLAN, Auteur ; Jeffrey KARST, Auteur ; Sheryl STEVENS, Auteur Article en page(s) : p.532-545 Langues : Anglais (eng) Mots-clés : Autism Asperger’s disorder ASD Adolescence PEERS Intervention Social skills Social anxiety Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1900-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.532-545[article] A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kirsten A. SCHOHL, Auteur ; Amy VAUGHAN VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Bridget DOLAN, Auteur ; Jeffrey KARST, Auteur ; Sheryl STEVENS, Auteur . - p.532-545.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.532-545
Mots-clés : Autism Asperger’s disorder ASD Adolescence PEERS Intervention Social skills Social anxiety Friendships Index. décimale : PER Périodiques Résumé : This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596–606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11–16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1900-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225