Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma / Kristen BOTTEMA-BEUTEL 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.953-964 Titre : Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; H. PARK, Auteur ; S. Y. KIM, Auteur Année de publication : 2018 Article en page(s) : p.953-964 Langues : Anglais (eng) Mots-clés : Authenticity  Autism spectrum disorder  Conversation analysis  Social skills  Social-cognitive interventions  Stigma Index. décimale : PER Périodiques Résumé : By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research. En ligne : https://doi.org/10.1007/s10803-017-3400-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; H. PARK, Auteur ; S. Y. KIM, Auteur . - 2018 . - p.953-964. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.953-964 Mots-clés : Authenticity  Autism spectrum disorder  Conversation analysis  Social skills  Social-cognitive interventions  Stigma Index. décimale : PER Périodiques Résumé : By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research. En ligne : https://doi.org/10.1007/s10803-017-3400-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

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