Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA) / Pamela J. CROOKE in Journal of Autism and Developmental Disorders, 38-3 (March 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.581-591 Titre : Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA) Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. CROOKE, Auteur ; Ryan E. HENDRIX, Auteur ; Janine Y. RACHMAN, Auteur Année de publication : 2008 Article en page(s) : p.581-591 Langues : Anglais (eng) Mots-clés : Asperger-syndrome High-functioning-autism Social-cognition Social-skills Social-thinking Index. décimale : PER Périodiques Résumé : This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre- post-treatment comparisons of verbal and non-verbal social behaviors. Structured treatment and semi-structured generalization sessions occurred over eight weeks. Results indicated significant changes from pre- to post- measures on both verbal/nonverbal “expected” and “unexpected” behaviors, significant increases in the subcategories of “expected verbal”, “listening/thinking with eyes”, and “initiations”, and robust decreases in the subcategories of “unexpected-verbal” and “unexpected-nonverbal”. Importance of social cognitive approaches for children AS and HFA is discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0466-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Brief Report: Measuring the Effectiveness of Teaching Social Thinking to Children with Asperger Syndrome (AS) and High Functioning Autism (HFA) [Texte imprimé et/ou numérique] / Pamela J. CROOKE, Auteur ; Ryan E. HENDRIX, Auteur ; Janine Y. RACHMAN, Auteur . - 2008 . - p.581-591. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.581-591 Mots-clés : Asperger-syndrome High-functioning-autism Social-cognition Social-skills Social-thinking Index. décimale : PER Périodiques Résumé : This is the first report from a large multiple baseline single-subject design study of children with Autism Spectrum Disorders (ASD). This brief report examines effectiveness of teaching a social cognitive (Social Thinking) approach to six males with Asperger syndrome (AS) or High Functioning Autism (HFA). Data included are restricted to pre- post-treatment comparisons of verbal and non-verbal social behaviors. Structured treatment and semi-structured generalization sessions occurred over eight weeks. Results indicated significant changes from pre- to post- measures on both verbal/nonverbal “expected” and “unexpected” behaviors, significant increases in the subcategories of “expected verbal”, “listening/thinking with eyes”, and “initiations”, and robust decreases in the subcategories of “unexpected-verbal” and “unexpected-nonverbal”. Importance of social cognitive approaches for children AS and HFA is discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0466-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

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