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

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