[article]
Titre : |
Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA) |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Pamela J. CROOKE, Auteur ; Ryan E. HENDRIX, Auteur ; Janine Y. RACHMAN, Auteur |
Année de publication : |
2008 |
Article en page(s) : |
p.581-591 |
Langues : |
Anglais (eng) |
Mots-clés : |
Asperger-syndrome High-functioning-autism Social-cognition Social-skills Social-thinking |
Index. décimale : |
PER Périodiques |
Résumé : |
This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre- post-treatment comparisons of verbal and non-verbal social behaviors. Structured treatment and semi-structured generalization sessions occurred over eight weeks. Results indicated significant changes from pre- to post- measures on both verbal/nonverbal “expected” and “unexpected” behaviors, significant increases in the subcategories of “expected verbal”, “listening/thinking with eyes”, and “initiations”, and robust decreases in the subcategories of “unexpected-verbal” and “unexpected-nonverbal”. Importance of social cognitive approaches for children AS and HFA is discussed. |
En ligne : |
http://dx.doi.org/10.1007/s10803-007-0466-1 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 |
in Journal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.581-591
|