
- <Centre d'Information et de documentation du CRA Rhône-Alpes
- CRA
- Informations pratiques
-
Adresse
Centre d'information et de documentation
Horaires
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexLundi au Vendredi
Contact
9h00-12h00 13h30-16h00Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Adresse
Détail de l'auteur
Auteur Bridget DOLAN |
Documents disponibles écrits par cet auteur (3)



Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders / Amy Vaughan VAN HECKE in Journal of Autism and Developmental Disorders, 45-2 (February 2015)
![]()
[article]
Titre : Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Amy Vaughan VAN HECKE, Auteur ; Sheryl STEVENS, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Bridget DOLAN, Auteur ; Kirsten SCHOHL, Auteur ; Ryan J. MCKINDLES, Auteur ; Rheanna REMMEL, Auteur ; Scott BROCKMAN, Auteur Article en page(s) : p.316-335 Langues : Anglais (eng) Mots-clés : Autism Adolescence EEG Asymmetry PEERS Intervention Brain Plasticity Index. décimale : PER Périodiques Résumé : This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in left-dominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1883-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.316-335[article] Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Amy Vaughan VAN HECKE, Auteur ; Sheryl STEVENS, Auteur ; Audrey M. CARSON, Auteur ; Jeffrey S. KARST, Auteur ; Bridget DOLAN, Auteur ; Kirsten SCHOHL, Auteur ; Ryan J. MCKINDLES, Auteur ; Rheanna REMMEL, Auteur ; Scott BROCKMAN, Auteur . - p.316-335.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.316-335
Mots-clés : Autism Adolescence EEG Asymmetry PEERS Intervention Brain Plasticity Index. décimale : PER Périodiques Résumé : This study examined whether the Program for the Education and Enrichment of Relational Skills (PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual, Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with Autism spectrum disorders (ASD) and a group of typically developing adolescents. Adolescents with ASD in PEERS shifted from right-hemisphere gamma-band EEG asymmetry before PEERS to left-hemisphere EEG asymmetry after PEERS, versus a waitlist ASD group. Left-hemisphere EEG asymmetry was associated with more social contacts and knowledge, and fewer symptoms of autism. Adolescents with ASD in PEERS no longer differed from typically developing adolescents in left-dominant EEG asymmetry at post-test. These findings are discussed via the Modifier Model of Autism (Mundy et al. in Res Pract Persons Severe Disabl 32(2):124, 2007), with emphasis on remediating isolation/withdrawal in ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1883-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder / Jeffrey S. KARST in Journal of Autism and Developmental Disorders, 45-3 (March 2015)
![]()
[article]
Titre : Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey S. KARST, Auteur ; Amy Vaughan VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Sheryl STEVENS, Auteur ; Kirsten SCHOHL, Auteur ; Bridget DOLAN, Auteur Article en page(s) : p.752-765 Langues : Anglais (eng) Mots-clés : Autism Parents Caregivers PEERS Intervention Index. décimale : PER Périodiques Résumé : Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2231-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.752-765[article] Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jeffrey S. KARST, Auteur ; Amy Vaughan VAN HECKE, Auteur ; Audrey M. CARSON, Auteur ; Sheryl STEVENS, Auteur ; Kirsten SCHOHL, Auteur ; Bridget DOLAN, Auteur . - p.752-765.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.752-765
Mots-clés : Autism Parents Caregivers PEERS Intervention Index. décimale : PER Périodiques Résumé : Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions. En ligne : http://dx.doi.org/10.1007/s10803-014-2231-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 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