A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder / Ty W. VERNON in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.892-904 Titre : A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Ty W. VERNON, Auteur ; Amber R. MILLER, Auteur ; Jordan A. KO, Auteur ; Amy C. BARRETT, Auteur ; Elizabeth S. MCGARRY, Auteur Année de publication : 2018 Article en page(s) : p.892-904 Langues : Anglais (eng) Mots-clés : Adolescents with autism spectrum disorder  START program  Social competence  Social motivation  Social readiness  Social skills group Index. décimale : PER Périodiques Résumé : Adolescents with ASD face numerous personal and contextual barriers that impede the development of social motivation and core competencies, warranting the need for targeted intervention. A randomized controlled trial was conducted with 40 adolescents to evaluate the merits of a multi-component socialization intervention that places emphasis on experiential learning. This investigation evaluated the impact of the 20-week START program on the social functioning of adolescents with ASD. Significant Group x Time differences between START and waitlist control groups were found across multiple measures. Secondary analyses of the entire program cohort also yielded significant improvement trends across all measures. These findings may be an important step in identifying optimal strategies to target the complex factors limiting optimal social development in ASD. En ligne : https://doi.org/10.1007/s10803-017-3380-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder [texte imprimé] / Ty W. VERNON, Auteur ; Amber R. MILLER, Auteur ; Jordan A. KO, Auteur ; Amy C. BARRETT, Auteur ; Elizabeth S. MCGARRY, Auteur . - 2018 . - p.892-904. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.892-904 Mots-clés : Adolescents with autism spectrum disorder  START program  Social competence  Social motivation  Social readiness  Social skills group Index. décimale : PER Périodiques Résumé : Adolescents with ASD face numerous personal and contextual barriers that impede the development of social motivation and core competencies, warranting the need for targeted intervention. A randomized controlled trial was conducted with 40 adolescents to evaluate the merits of a multi-component socialization intervention that places emphasis on experiential learning. This investigation evaluated the impact of the 20-week START program on the social functioning of adolescents with ASD. Significant Group x Time differences between START and waitlist control groups were found across multiple measures. Secondary analyses of the entire program cohort also yielded significant improvement trends across all measures. These findings may be an important step in identifying optimal strategies to target the complex factors limiting optimal social development in ASD. En ligne : https://doi.org/10.1007/s10803-017-3380-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial / Jordan A. KO in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1224-1235 Titre : Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial Type de document : texte imprimé Auteurs : Jordan A. KO, Auteur ; Amber R. MILLER, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.1224-1235 Langues : Anglais (eng) Mots-clés : Social Tools And Rules for Teens program  autism spectrum disorders  behavioral observation  randomized controlled trial  social competence  social skills interventions Index. décimale : PER Périodiques Résumé : There has been a significant increase in the development of interventions to improve the social competence and success of adolescents with autism spectrum disorder. The current investigation used direct observation and coding of social conversations as a rigorous method to further assess the efficacy of the Social Tools And Rules for Teens socialization intervention for adolescents with autism spectrum disorder in the context of a randomized controlled trial. A total of 35 adolescents with high-functioning autism spectrum disorder were randomized to either a treatment or waitlist control group. The 20-week group intervention took place once a week for 90 min per session. Brief video-recorded conversations between participants and unfamiliar, untrained peers were recorded at pre- and post-time points and coded for selected social behaviors (i.e. questions asked, positive facial expressions, and mutual engagement). Results revealed a significant Group x Time treatment effect for both questions asked and positive facial expressions. The findings support that the Social Tools And Rules for Teens intervention can positively impact specific, observable social behaviors through systematic coding of live social conversations within the context of a randomized controlled trial. This investigation is one of the first randomized controlled trials of a group socialization intervention to use systematic coding of live social conversations to assess social competence improvements. En ligne : http://dx.doi.org/10.1177/1362361318808781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial [texte imprimé] / Jordan A. KO, Auteur ; Amber R. MILLER, Auteur ; Ty W. VERNON, Auteur . - p.1224-1235. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1224-1235 Mots-clés : Social Tools And Rules for Teens program  autism spectrum disorders  behavioral observation  randomized controlled trial  social competence  social skills interventions Index. décimale : PER Périodiques Résumé : There has been a significant increase in the development of interventions to improve the social competence and success of adolescents with autism spectrum disorder. The current investigation used direct observation and coding of social conversations as a rigorous method to further assess the efficacy of the Social Tools And Rules for Teens socialization intervention for adolescents with autism spectrum disorder in the context of a randomized controlled trial. A total of 35 adolescents with high-functioning autism spectrum disorder were randomized to either a treatment or waitlist control group. The 20-week group intervention took place once a week for 90 min per session. Brief video-recorded conversations between participants and unfamiliar, untrained peers were recorded at pre- and post-time points and coded for selected social behaviors (i.e. questions asked, positive facial expressions, and mutual engagement). Results revealed a significant Group x Time treatment effect for both questions asked and positive facial expressions. The findings support that the Social Tools And Rules for Teens intervention can positively impact specific, observable social behaviors through systematic coding of live social conversations within the context of a randomized controlled trial. This investigation is one of the first randomized controlled trials of a group socialization intervention to use systematic coding of live social conversations to assess social competence improvements. En ligne : http://dx.doi.org/10.1177/1362361318808781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

Social Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder / Ty W. VERNON in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1806-1823 Titre : Social Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Ty W. VERNON, Auteur ; Amber R. MILLER, Auteur ; Jordan A. KO, Auteur ; Victoria L. WU, Auteur Article en page(s) : p.1806-1823 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorders  Experiential learning  Social skills training  Social competence Index. décimale : PER Périodiques Résumé : Experiential learning is an essential process in the development of core social competencies. Unfortunately, adolescents with autism spectrum disorders often do not possess the prerequisite skillset and motivation to sustain the level of social immersion needed to benefit from this learning process. These persisting social vulnerabilities can limit their long-term relational success and associated quality of life, creating a need for comprehensive social programming. This paper describes a multi-component socialization intervention that simultaneously targets motivational, conceptual, and skill deficits using a hybrid experiential/didactic treatment approach. Evidence of social competence improvements was noted in survey and live conversational measures, indicating that the START program may hold promise as a method for improving the social success of participating adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2715-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Social Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder [texte imprimé] / Ty W. VERNON, Auteur ; Amber R. MILLER, Auteur ; Jordan A. KO, Auteur ; Victoria L. WU, Auteur . - p.1806-1823. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1806-1823 Mots-clés : Adolescents  Autism spectrum disorders  Experiential learning  Social skills training  Social competence Index. décimale : PER Périodiques Résumé : Experiential learning is an essential process in the development of core social competencies. Unfortunately, adolescents with autism spectrum disorders often do not possess the prerequisite skillset and motivation to sustain the level of social immersion needed to benefit from this learning process. These persisting social vulnerabilities can limit their long-term relational success and associated quality of life, creating a need for comprehensive social programming. This paper describes a multi-component socialization intervention that simultaneously targets motivational, conceptual, and skill deficits using a hybrid experiential/didactic treatment approach. Evidence of social competence improvements was noted in survey and live conversational measures, indicating that the START program may hold promise as a method for improving the social success of participating adolescents with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2715-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

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