[article] 
inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2822-2837

Titre :	Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD
Type de document :	texte imprimé
Auteurs :	Grzegorz SZUMSKI, Auteur ; Joanna SMOGORZEWSKA, Auteur ; Paweł GRYGIEL, Auteur ; Ann-Marie ORLANDO, Auteur
Article en page(s) :	p.2822-2837
Langues :	Anglais (eng)
Mots-clés :	Preschoolers with ASD  Social skills  Social skills training  Theory of mind
Index. décimale :	PER Périodiques
Résumé :	We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.
En ligne :	http://dx.doi.org/10.1007/s10803-017-3377-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

[article] Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD [texte imprimé] / Grzegorz SZUMSKI, Auteur ; Joanna SMOGORZEWSKA, Auteur ; PaweÅ‚ GRYGIEL, Auteur ; Ann-Marie ORLANDO, Auteur . - p.2822-2837.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2822-2837

Mots-clés :	Preschoolers with ASD  Social skills  Social skills training  Theory of mind
Index. décimale :	PER Périodiques
Résumé :	We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.
En ligne :	http://dx.doi.org/10.1007/s10803-017-3377-9
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402