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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2251-2259 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 [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

Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD / Alana J. MCVEY in Journal of Autism and Developmental Disorders, 47-7 (July 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2282-2289 Titre : Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Alana J. MCVEY, Auteur ; Hillary SCHILTZ, Auteur ; Angela HAENDEL, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth VOGT, Auteur ; Amy Vaughan VAN HECKE, Auteur Article en page(s) : p.2282-2289 Langues : Anglais (eng) Mots-clés : Autism  ASD  Females  Intervention  Social skills Index. décimale : PER Périodiques Résumé : A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212–230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N?=?177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS® knowledge (TASSK/TYASSK, p?=?.494), direct interactions (QSQ, p?=?.762), or social responsiveness (SRS, p?=?.689; SSIS-RS, p?=?.482). Thus, females and males with ASD respond similarly to the PEERS® intervention. En ligne : https://doi.org/10.1007/s10803-017-3121-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD [Texte imprimé et/ou numérique] / Alana J. MCVEY, Auteur ; Hillary SCHILTZ, Auteur ; Angela HAENDEL, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Audrey M. CARSON, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth VOGT, Auteur ; Amy Vaughan VAN HECKE, Auteur . - p.2282-2289. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2282-2289 Mots-clés : Autism  ASD  Females  Intervention  Social skills Index. décimale : PER Périodiques Résumé : A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212–230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N?=?177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS® knowledge (TASSK/TYASSK, p?=?.494), direct interactions (QSQ, p?=?.762), or social responsiveness (SRS, p?=?.689; SSIS-RS, p?=?.482). Thus, females and males with ASD respond similarly to the PEERS® intervention. En ligne : https://doi.org/10.1007/s10803-017-3121-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

Electroencephalogram Coherence in Children With and Without Autism Spectrum Disorders: Decreased Interhemispheric Connectivity in Autism / Audrey M. CARSON in Autism Research, 7-3 (June 2014)  

Public ISBD [article]  inAutism Research > 7-3 (June 2014) . - p.334-343 Titre : Electroencephalogram Coherence in Children With and Without Autism Spectrum Disorders: Decreased Interhemispheric Connectivity in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Audrey M. CARSON, Auteur ; Nicole M. G. SALOWITZ, Auteur ; Robert A. SCHEIDT, Auteur ; Bridget K. DOLAN, Auteur ; Amy VAUGHAN VAN HECKE, Auteur Article en page(s) : p.334-343 Langues : Anglais (eng) Mots-clés : electroencephaolography  EEG coherence  school age??pediatrics  social brain Index. décimale : PER Périodiques Résumé : Electroencephalogram coherence was measured in children with autism spectrum disorders (ASD) and control children at baseline and while watching videos of a familiar and unfamiliar person reading a story. Coherence was measured between the left and right hemispheres of the frontal, parietal, and temporal-parietal lobes (interhemispheric) and between the frontal and parietal lobes in each hemisphere (intrahemispheric). A data-reduction technique was employed to identify the frequency (alpha) that yielded significant differences in video conditions. Children with ASD displayed reduced coherence at the alpha frequency between the left and right temporal-parietal lobes in all conditions and reduced coherence at the alpha frequency between left and right frontal lobes during baseline. No group differences in intrahemispheric coherence at the alpha frequency emerged at the chosen statistical threshold. Results suggest decreased interhemispheric connectivity in frontal and temporal-parietal regions in children with ASD compared to controls. Autism Res 2014, 7: 334–343. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1367 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=235 [article] Electroencephalogram Coherence in Children With and Without Autism Spectrum Disorders: Decreased Interhemispheric Connectivity in Autism [Texte imprimé et/ou numérique] / Audrey M. CARSON, Auteur ; Nicole M. G. SALOWITZ, Auteur ; Robert A. SCHEIDT, Auteur ; Bridget K. DOLAN, Auteur ; Amy VAUGHAN VAN HECKE, Auteur . - p.334-343. Langues : Anglais (eng) in Autism Research > 7-3 (June 2014) . - p.334-343 Mots-clés : electroencephaolography  EEG coherence  school age??pediatrics  social brain Index. décimale : PER Périodiques Résumé : Electroencephalogram coherence was measured in children with autism spectrum disorders (ASD) and control children at baseline and while watching videos of a familiar and unfamiliar person reading a story. Coherence was measured between the left and right hemispheres of the frontal, parietal, and temporal-parietal lobes (interhemispheric) and between the frontal and parietal lobes in each hemisphere (intrahemispheric). A data-reduction technique was employed to identify the frequency (alpha) that yielded significant differences in video conditions. Children with ASD displayed reduced coherence at the alpha frequency between the left and right temporal-parietal lobes in all conditions and reduced coherence at the alpha frequency between left and right frontal lobes during baseline. No group differences in intrahemispheric coherence at the alpha frequency emerged at the chosen statistical threshold. Results suggest decreased interhemispheric connectivity in frontal and temporal-parietal regions in children with ASD compared to controls. Autism Res 2014, 7: 334–343. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1367 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=235

A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder / Alana J. MCVEY in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3739-3754 Titre : A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Alana J. MCVEY, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Christina L. CASNAR, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth M. VOGT, Auteur ; Nakia S. GORDON, Auteur ; Amy Vaughan VAN HECKE, Auteur Article en page(s) : p.3739-3754 Langues : Anglais (eng) Mots-clés : Autism  ASD  Social anxiety  Young adulthood  Intervention  Social skills Index. décimale : PER Périodiques Résumé : Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, PEERS® for Young Adults, shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N?=?56), employing a gold standard ASD assessment tool, and examining changes in social anxiety utilizing a randomized controlled trial design. Results indicated improvements in social responsiveness (SSIS-RS SS, p?=?.006 and CPB, p?=?.005; SRS, p?=?.004), PEERS® knowledge (TYASSK, p?=?.001), empathy (EQ, p?=?.044), direct interactions (QSQ-YA, p?=?.059), and social anxiety (LSAS-SR, p?=?.019). Findings demonstrate further empirical support for the intervention for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2911-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Alana J. MCVEY, Auteur ; Bridget K. DOLAN, Auteur ; Kirsten S. WILLAR, Auteur ; Sheryl PLEISS, Auteur ; Jeffrey S. KARST, Auteur ; Christina L. CASNAR, Auteur ; Christina CAIOZZO, Auteur ; Elisabeth M. VOGT, Auteur ; Nakia S. GORDON, Auteur ; Amy Vaughan VAN HECKE, Auteur . - p.3739-3754. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3739-3754 Mots-clés : Autism  ASD  Social anxiety  Young adulthood  Intervention  Social skills Index. décimale : PER Périodiques Résumé : Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, PEERS® for Young Adults, shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N?=?56), employing a gold standard ASD assessment tool, and examining changes in social anxiety utilizing a randomized controlled trial design. Results indicated improvements in social responsiveness (SSIS-RS SS, p?=?.006 and CPB, p?=?.005; SRS, p?=?.004), PEERS® knowledge (TYASSK, p?=?.001), empathy (EQ, p?=?.044), direct interactions (QSQ-YA, p?=?.059), and social anxiety (LSAS-SR, p?=?.019). Findings demonstrate further empirical support for the intervention for individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2911-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

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