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Détail de l'auteur
Auteur Susan HAYES |
Documents disponibles écrits par cet auteur (2)
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Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools / Belinda RATCLIFFE in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools Type de document : Texte imprimé et/ou numérique Auteurs : Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur Article en page(s) : p.1722-1733 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder ASD Emotional competence Social–emotional intervention Group treatment School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733[article] Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools [Texte imprimé et/ou numérique] / Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur . - p.1722-1733.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733
Mots-clés : Autism Spectrum Disorder ASD Emotional competence Social–emotional intervention Group treatment School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 The Association Between Social Skills and Mental Health in School-Aged Children with Autism Spectrum Disorder, With and Without Intellectual Disability / Belinda RATCLIFFE in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
[article]
Titre : The Association Between Social Skills and Mental Health in School-Aged Children with Autism Spectrum Disorder, With and Without Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur Année de publication : 2015 Article en page(s) : p.2487-2496 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder ASD Intellectual Disability Social skills Mental health Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is associated with social skills deficits and co-occurring mental health difficulties. ASD frequently co-occurs with Intellectual Disability (ID). There is scant literature exploring the association between social skills and mental health in children with ASD, with or without ID. Participants were 292 children aged six to 13 with ASD (217 without ID; 76 with Mild ID). Parents and teachers rated social skills and mental health using standardised questionnaires. Greater mental health difficulties were associated with greater social responsiveness difficulties and poorer social skills across the sample. Effect sizes were large. Social skills explained a significant proportion of the variance in mental health scores across the sample. The study has important implications for treatment and future research. En ligne : http://dx.doi.org/10.1007/s10803-015-2411-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2487-2496[article] The Association Between Social Skills and Mental Health in School-Aged Children with Autism Spectrum Disorder, With and Without Intellectual Disability [Texte imprimé et/ou numérique] / Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur . - 2015 . - p.2487-2496.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2487-2496
Mots-clés : Autism Spectrum Disorder ASD Intellectual Disability Social skills Mental health Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is associated with social skills deficits and co-occurring mental health difficulties. ASD frequently co-occurs with Intellectual Disability (ID). There is scant literature exploring the association between social skills and mental health in children with ASD, with or without ID. Participants were 292 children aged six to 13 with ASD (217 without ID; 76 with Mild ID). Parents and teachers rated social skills and mental health using standardised questionnaires. Greater mental health difficulties were associated with greater social responsiveness difficulties and poorer social skills across the sample. Effect sizes were large. Social skills explained a significant proportion of the variance in mental health scores across the sample. The study has important implications for treatment and future research. En ligne : http://dx.doi.org/10.1007/s10803-015-2411-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263