A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high-functioning autism spectrum disorder / Kate GORDON in Journal of Child Psychology and Psychiatry, 56-4 (April 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-4 (April 2015) . - p.468-476 Titre : A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high-functioning autism spectrum disorder Type de document : texte imprimé Auteurs : Kate GORDON, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Laura ROUGHAN, Auteur ; Vaan LIVERMORE-HARDY, Auteur ; David SKUSE, Auteur ; Will MANDY, Auteur Article en page(s) : p.468-476 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  psychoeducation  postdiagnosis  self-awareness  group intervention  randomised control trial Index. décimale : PER Périodiques Résumé : Background Psychoeducation is an essential component of postdiagnostic care for people with ASD (autism spectrum disorder), but there is currently no evidence base for clinical practice. We designed, manualised and evaluated PEGASUS (psychoeducation group for autism spectrum understanding and support), a group psychoeducational programme aiming to enhance the self-awareness of young people with ASD by teaching them about their diagnosis. Methods This single-blind RCT (randomised control trial) involved 48 young people (9–14 years) with high-functioning ASD. Half were randomly assigned to PEGASUS, administered in six weekly group sessions, with the others receiving no additional intervention. ASD-related self-awareness, the primary outcome, was evaluated using the bespoke Autism Knowledge Quiz (AKQ). Secondary outcome measures included the Rosenberg Self-Esteem Scale. All measures were collected during home visits and scored by researchers blind to group assignment. The trial is registered on ClinicalTrials (NCT01187940, http://www.clinicaltrials.gov) and was funded by the Baily Thomas Charitable Trust. Results Bootstrap multiple regression showed ASD knowledge (β = .29, p < .001, 95% CIs [0.13, 0.44]) and ASD self-awareness (β = .42, p = .001, 95% CIs [0.17, 0.67]), measured by number of ASD-related personal strengths and difficulties listed by participants, increased for those who attended PEGASUS (n = 24) compared with controls (n = 24). There was no effect of PEGASUS on self-esteem by self-report (β = .10, p = .404, 95% CIs [−0.14, 0.35]) or parent report (β = .12, p = .324, 95% CIs [−0.12, 0.36]). Conclusions After PEGASUS, participants had more general knowledge about ASD, and showed a greater awareness of their collection of unique strengths and difficulties associated with ASD. Psychoeducation did not lower self-esteem. This RCT provides initial evidence for PEGASUS's efficacy as a psychoeducation programme for people with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] A randomised controlled trial of PEGASUS, a psychoeducational programme for young people with high-functioning autism spectrum disorder [texte imprimé] / Kate GORDON, Auteur ; Marianna MURIN, Auteur ; Ozlem BAYKANER, Auteur ; Laura ROUGHAN, Auteur ; Vaan LIVERMORE-HARDY, Auteur ; David SKUSE, Auteur ; Will MANDY, Auteur . - p.468-476. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-4 (April 2015) . - p.468-476 Mots-clés : Autism spectrum disorder  psychoeducation  postdiagnosis  self-awareness  group intervention  randomised control trial Index. décimale : PER Périodiques Résumé : Background Psychoeducation is an essential component of postdiagnostic care for people with ASD (autism spectrum disorder), but there is currently no evidence base for clinical practice. We designed, manualised and evaluated PEGASUS (psychoeducation group for autism spectrum understanding and support), a group psychoeducational programme aiming to enhance the self-awareness of young people with ASD by teaching them about their diagnosis. Methods This single-blind RCT (randomised control trial) involved 48 young people (9–14 years) with high-functioning ASD. Half were randomly assigned to PEGASUS, administered in six weekly group sessions, with the others receiving no additional intervention. ASD-related self-awareness, the primary outcome, was evaluated using the bespoke Autism Knowledge Quiz (AKQ). Secondary outcome measures included the Rosenberg Self-Esteem Scale. All measures were collected during home visits and scored by researchers blind to group assignment. The trial is registered on ClinicalTrials (NCT01187940, http://www.clinicaltrials.gov) and was funded by the Baily Thomas Charitable Trust. Results Bootstrap multiple regression showed ASD knowledge (β = .29, p < .001, 95% CIs [0.13, 0.44]) and ASD self-awareness (β = .42, p = .001, 95% CIs [0.17, 0.67]), measured by number of ASD-related personal strengths and difficulties listed by participants, increased for those who attended PEGASUS (n = 24) compared with controls (n = 24). There was no effect of PEGASUS on self-esteem by self-report (β = .10, p = .404, 95% CIs [−0.14, 0.35]) or parent report (β = .12, p = .324, 95% CIs [−0.12, 0.36]). Conclusions After PEGASUS, participants had more general knowledge about ASD, and showed a greater awareness of their collection of unique strengths and difficulties associated with ASD. Psychoeducation did not lower self-esteem. This RCT provides initial evidence for PEGASUS's efficacy as a psychoeducation programme for people with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis / S. PEARCEY in Journal of Child Psychology and Psychiatry, 62-7 (July 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-7 (July 2021) . - p.805-821 Titre : Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis Type de document : texte imprimé Auteurs : S. PEARCEY, Auteur ; Kate GORDON, Auteur ; Bhismadev CHAKRABARTI, Auteur ; H. DODD, Auteur ; B. HALLDORSSON, Auteur ; Cathy CRESWELL, Auteur Article en page(s) : p.805-821 Langues : Anglais (eng) Mots-clés : Adolescent  Anxiety  Anxiety Disorders  Autism Spectrum Disorder  Child  Cognition  Humans  Social Cognition  Social Skills  Theory of Mind  Social anxiety disorder  social cognition  social skills Index. décimale : PER Périodiques Résumé : BACKGROUND: Childhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship. METHODS: Papers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents. RESULTS: An overall significant, but moderate effect (r = -.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition. CONCLUSIONS: Significant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills. En ligne : http://dx.doi.org/10.1111/jcpp.13310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis [texte imprimé] / S. PEARCEY, Auteur ; Kate GORDON, Auteur ; Bhismadev CHAKRABARTI, Auteur ; H. DODD, Auteur ; B. HALLDORSSON, Auteur ; Cathy CRESWELL, Auteur . - p.805-821. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-7 (July 2021) . - p.805-821 Mots-clés : Adolescent  Anxiety  Anxiety Disorders  Autism Spectrum Disorder  Child  Cognition  Humans  Social Cognition  Social Skills  Theory of Mind  Social anxiety disorder  social cognition  social skills Index. décimale : PER Périodiques Résumé : BACKGROUND: Childhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship. METHODS: Papers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents. RESULTS: An overall significant, but moderate effect (r = -.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition. CONCLUSIONS: Significant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills. En ligne : http://dx.doi.org/10.1111/jcpp.13310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

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