Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder / Blythe A. CORBETT in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.333-343 Titre : Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Blythe A. CORBETT, Auteur ; Scott D. BLAIN, Auteur ; Sara IOANNOU, Auteur ; Maddie BALSER, Auteur Article en page(s) : p.333-343 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Increased anxiety and stress are frequently found in children with autism spectrum disorder and are associated with social challenges. Recently, we reported changes in social competence following peer-mediated, theatre-based intervention. The purpose of this study was to examine the impact of the intervention on reducing anxiety and stress. Participants included 30 youth with autism spectrum disorder (8?14?years old) randomly assigned to the experimental (17) or waitlist control (13) group. Pretest adjusted, between-group differences were analyzed for state-anxiety, trait-anxiety, play-based cortisol, and diurnal cortisol. Pearson correlations were conducted between anxiety, cortisol, and group play. Significant pretest-adjusted between-group differences at posttest were observed on trait-anxiety (F(1, 27)=9.16, p=0.005) but not state-anxiety (F(1, 27)=0.03, p=0.86), showing lower trait-anxiety in the experimental group. There were no between-group differences on cortisol. There was a significant negative correlation between group play and trait-anxiety (r=?0.362, p=0.05). Playground cortisol correlated with group play, for the experimental group (r=0.55, p=0.03). The theatre-based, peer-mediated intervention not only contributes to improvement in social competence in youth with autism spectrum disorder but also contributes to reductions in trait-anxiety associated with more social interaction with peers. Results suggest that some degree of physiological arousal is essential for social interaction. En ligne : http://dx.doi.org/10.1177/1362361316643623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Blythe A. CORBETT, Auteur ; Scott D. BLAIN, Auteur ; Sara IOANNOU, Auteur ; Maddie BALSER, Auteur . - p.333-343. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.333-343 Index. décimale : PER Périodiques Résumé : Increased anxiety and stress are frequently found in children with autism spectrum disorder and are associated with social challenges. Recently, we reported changes in social competence following peer-mediated, theatre-based intervention. The purpose of this study was to examine the impact of the intervention on reducing anxiety and stress. Participants included 30 youth with autism spectrum disorder (8?14?years old) randomly assigned to the experimental (17) or waitlist control (13) group. Pretest adjusted, between-group differences were analyzed for state-anxiety, trait-anxiety, play-based cortisol, and diurnal cortisol. Pearson correlations were conducted between anxiety, cortisol, and group play. Significant pretest-adjusted between-group differences at posttest were observed on trait-anxiety (F(1, 27)=9.16, p=0.005) but not state-anxiety (F(1, 27)=0.03, p=0.86), showing lower trait-anxiety in the experimental group. There were no between-group differences on cortisol. There was a significant negative correlation between group play and trait-anxiety (r=?0.362, p=0.05). Playground cortisol correlated with group play, for the experimental group (r=0.55, p=0.03). The theatre-based, peer-mediated intervention not only contributes to improvement in social competence in youth with autism spectrum disorder but also contributes to reductions in trait-anxiety associated with more social interaction with peers. Results suggest that some degree of physiological arousal is essential for social interaction. En ligne : http://dx.doi.org/10.1177/1362361316643623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder / Blythe A. CORBETT in Autism, 21-3 (April 2017)  

Public ISBD [article]  inAutism > 21-3 (April 2017) . - p.333-343 Titre : Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Blythe A. CORBETT, Auteur ; Scott D. BLAIN, Auteur ; Sara IOANNOU, Auteur ; Maddie BALSER, Auteur Article en page(s) : p.333-343 Langues : Anglais (eng) Mots-clés : Adolescent  Anxiety/ epidemiology/etiology  Autism Spectrum Disorder/psychology/ therapy  Child  Female  Humans  Hydrocortisone/analysis  Male  Psychodrama/methods  Saliva/chemistry  anxiety  autism spectrum disorders  competence  cortisol  stress  theatre Index. décimale : PER Périodiques Résumé : Increased anxiety and stress are frequently found in children with autism spectrum disorder and are associated with social challenges. Recently, we reported changes in social competence following peer-mediated, theatre-based intervention. The purpose of this study was to examine the impact of the intervention on reducing anxiety and stress. Participants included 30 youth with autism spectrum disorder (8-14?years old) randomly assigned to the experimental (17) or waitlist control (13) group. Pretest adjusted, between-group differences were analyzed for state-anxiety, trait-anxiety, play-based cortisol, and diurnal cortisol. Pearson correlations were conducted between anxiety, cortisol, and group play. Significant pretest-adjusted between-group differences at posttest were observed on trait-anxiety (F(1, 27)=9.16, p=0.005) but not state-anxiety (F(1, 27)=0.03, p=0.86), showing lower trait-anxiety in the experimental group. There were no between-group differences on cortisol. There was a significant negative correlation between group play and trait-anxiety (r=-0.362, p=0.05). Playground cortisol correlated with group play, for the experimental group (r=0.55, p=0.03). The theatre-based, peer-mediated intervention not only contributes to improvement in social competence in youth with autism spectrum disorder but also contributes to reductions in trait-anxiety associated with more social interaction with peers. Results suggest that some degree of physiological arousal is essential for social interaction. En ligne : http://dx.doi.org/10.1177/1362361316643623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder [Texte imprimé et/ou numérique] / Blythe A. CORBETT, Auteur ; Scott D. BLAIN, Auteur ; Sara IOANNOU, Auteur ; Maddie BALSER, Auteur . - p.333-343. Langues : Anglais (eng) in Autism > 21-3 (April 2017) . - p.333-343 Mots-clés : Adolescent  Anxiety/ epidemiology/etiology  Autism Spectrum Disorder/psychology/ therapy  Child  Female  Humans  Hydrocortisone/analysis  Male  Psychodrama/methods  Saliva/chemistry  anxiety  autism spectrum disorders  competence  cortisol  stress  theatre Index. décimale : PER Périodiques Résumé : Increased anxiety and stress are frequently found in children with autism spectrum disorder and are associated with social challenges. Recently, we reported changes in social competence following peer-mediated, theatre-based intervention. The purpose of this study was to examine the impact of the intervention on reducing anxiety and stress. Participants included 30 youth with autism spectrum disorder (8-14?years old) randomly assigned to the experimental (17) or waitlist control (13) group. Pretest adjusted, between-group differences were analyzed for state-anxiety, trait-anxiety, play-based cortisol, and diurnal cortisol. Pearson correlations were conducted between anxiety, cortisol, and group play. Significant pretest-adjusted between-group differences at posttest were observed on trait-anxiety (F(1, 27)=9.16, p=0.005) but not state-anxiety (F(1, 27)=0.03, p=0.86), showing lower trait-anxiety in the experimental group. There were no between-group differences on cortisol. There was a significant negative correlation between group play and trait-anxiety (r=-0.362, p=0.05). Playground cortisol correlated with group play, for the experimental group (r=0.55, p=0.03). The theatre-based, peer-mediated intervention not only contributes to improvement in social competence in youth with autism spectrum disorder but also contributes to reductions in trait-anxiety associated with more social interaction with peers. Results suggest that some degree of physiological arousal is essential for social interaction. En ligne : http://dx.doi.org/10.1177/1362361316643623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism / Grace Lee SIMMONS in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.709-719 Titre : Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Grace Lee SIMMONS, Auteur ; Sara IOANNOU, Auteur ; Jessica V. SMITH, Auteur ; Blythe A. CORBETT, Auteur ; Matthew D LERNER, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.709-719 Langues : Anglais (eng) Mots-clés : adolescents  children  face processing  social cognition  social cognition and theory of mind Index. décimale : PER Périodiques Résumé : Models of impaired social competence in autism spectrum disorder (ASD) highlight deficits in social cognition and social behavior. The Contextual Assessment of Social Skills (CASS) is a laboratory-based assessment of conversation ability in which participants interact with trained confederates who act interested (CASS-I) and bored (CASS-B), sequentially. The increased ecological validity of the CASS allows for better generalization to real-world social situations. Participants' perceptions of confederate behavior, assessed by the CASS Conversation Rating Scale (CRS), might offer additional utility as a metric of social cognition. The current study examined CASS confederate behavior (adherence to interested or bored condition) and both internal validity and convergent validity of the CASS as a measure of social behavior and social cognition. Fifty adolescents with ASD participated as part of a multisite randomized clinical trial. Adherence ratings were consistent across gender and site, with interested confederates significantly out-performing bored confederates. The ability to distinguish between interested and bored confederates was positively associated with CASS social behavior and social cognition tasks, although social behavior during the CASS was not consistently associated with parent-rated social behavior. Controlling for confederate behavior did not significantly alter these associations. Findings demonstrate strong internal validity of the CASS and, partially, external validity of the CASS as a measure of social cognition. Findings highlight nuanced differences in social behavior and social cognition. The CASS shows promise as an outcome measure for clinical interventions and should be incorporated into a multimethod battery to assess social competence in individuals with ASD. LAY SUMMARY: Social cognition and social behavior should be studied together to examine social competence in youth with autism. The Contextual Assessment of Social Skills (CASS), a behavioral observation measure, shows promise toward this end; findings suggest the CASS taps social cognition and social behavior when administered alongside a participant rating scale of their conversation partner's engagement. Continued research, including examination of the CASS, may inform best practices in comprehensive assessment of social competence in autism. Autism Res 2021, 14: 709-719. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2404 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism [Texte imprimé et/ou numérique] / Grace Lee SIMMONS, Auteur ; Sara IOANNOU, Auteur ; Jessica V. SMITH, Auteur ; Blythe A. CORBETT, Auteur ; Matthew D LERNER, Auteur ; Susan W. WHITE, Auteur . - p.709-719. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.709-719 Mots-clés : adolescents  children  face processing  social cognition  social cognition and theory of mind Index. décimale : PER Périodiques Résumé : Models of impaired social competence in autism spectrum disorder (ASD) highlight deficits in social cognition and social behavior. The Contextual Assessment of Social Skills (CASS) is a laboratory-based assessment of conversation ability in which participants interact with trained confederates who act interested (CASS-I) and bored (CASS-B), sequentially. The increased ecological validity of the CASS allows for better generalization to real-world social situations. Participants' perceptions of confederate behavior, assessed by the CASS Conversation Rating Scale (CRS), might offer additional utility as a metric of social cognition. The current study examined CASS confederate behavior (adherence to interested or bored condition) and both internal validity and convergent validity of the CASS as a measure of social behavior and social cognition. Fifty adolescents with ASD participated as part of a multisite randomized clinical trial. Adherence ratings were consistent across gender and site, with interested confederates significantly out-performing bored confederates. The ability to distinguish between interested and bored confederates was positively associated with CASS social behavior and social cognition tasks, although social behavior during the CASS was not consistently associated with parent-rated social behavior. Controlling for confederate behavior did not significantly alter these associations. Findings demonstrate strong internal validity of the CASS and, partially, external validity of the CASS as a measure of social cognition. Findings highlight nuanced differences in social behavior and social cognition. The CASS shows promise as an outcome measure for clinical interventions and should be incorporated into a multimethod battery to assess social competence in individuals with ASD. LAY SUMMARY: Social cognition and social behavior should be studied together to examine social competence in youth with autism. The Contextual Assessment of Social Skills (CASS), a behavioral observation measure, shows promise toward this end; findings suggest the CASS taps social cognition and social behavior when administered alongside a participant rating scale of their conversation partner's engagement. Continued research, including examination of the CASS, may inform best practices in comprehensive assessment of social competence in autism. Autism Res 2021, 14: 709-719. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2404 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

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