Brief report: Game day: A novel method of assessing change in social competence in students with autism spectrum disorder (ASD) / Stephen BENT in Research in Autism Spectrum Disorders, 84 (June 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 84 (June 2021) . - 101766 Titre : Brief report: Game day: A novel method of assessing change in social competence in students with autism spectrum disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Stephen BENT, Auteur ; Michael G. MCDONALD, Auteur ; Yingtong CHEN, Auteur ; Felicia WIDJAJA, Auteur ; Jessica WAHLBERG, Auteur ; Bushra HOSSAIN, Auteur ; Robert L. HENDREN, Auteur Article en page(s) : 101766 Langues : Anglais (eng) Mots-clés : Autism  Social skills  Outcome measure Index. décimale : PER Périodiques Résumé : Background Group social skills programs for autism spectrum disorder (ASD) have been shown to improve social skills knowledge and parent and teacher survey ratings, but have been limited by a lack of directly observed measures of social skills in unstructured settings. Methods The goal of this study was to examine the feasibility of using a novel, directly observed measure (“game day”) to monitor changes in social skills in students with ASD participating in a 16-week, school-based social skills program (Program for the Education and Enrichment of Relational Skills - PEERS). Game day occurred once a month and consisted of the instructor placing a set of board games in the room and then leaving. Videos of the game day sessions were rated by three reviewers (blinded to the video sequence) using a modified version of the Contextual Assessment of Social Skills (CASS). Results Six students (age range 13–22, 5 male) enrolled and completed all PEERS instruction and 5 monthly game day sessions. Reviewers were able to complete ratings for all scale items except frequency of initiations and responses. The remaining nine CASS items were used to generate a summary score for each child; the mean score improved from 38.5 to 43.6 (p = 0.011). Validated surveys also showed statistically significant improvements in social skills knowledge, problem behaviors, and ASD behaviors. Conclusions This study provides initial evidence that a directly observed measure detects changes in social competence in ASD and may provide a broader assessment of social ability. En ligne : https://doi.org/10.1016/j.rasd.2021.101766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Brief report: Game day: A novel method of assessing change in social competence in students with autism spectrum disorder (ASD) [Texte imprimé et/ou numérique] / Stephen BENT, Auteur ; Michael G. MCDONALD, Auteur ; Yingtong CHEN, Auteur ; Felicia WIDJAJA, Auteur ; Jessica WAHLBERG, Auteur ; Bushra HOSSAIN, Auteur ; Robert L. HENDREN, Auteur . - 101766. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 84 (June 2021) . - 101766 Mots-clés : Autism  Social skills  Outcome measure Index. décimale : PER Périodiques Résumé : Background Group social skills programs for autism spectrum disorder (ASD) have been shown to improve social skills knowledge and parent and teacher survey ratings, but have been limited by a lack of directly observed measures of social skills in unstructured settings. Methods The goal of this study was to examine the feasibility of using a novel, directly observed measure (“game day”) to monitor changes in social skills in students with ASD participating in a 16-week, school-based social skills program (Program for the Education and Enrichment of Relational Skills - PEERS). Game day occurred once a month and consisted of the instructor placing a set of board games in the room and then leaving. Videos of the game day sessions were rated by three reviewers (blinded to the video sequence) using a modified version of the Contextual Assessment of Social Skills (CASS). Results Six students (age range 13–22, 5 male) enrolled and completed all PEERS instruction and 5 monthly game day sessions. Reviewers were able to complete ratings for all scale items except frequency of initiations and responses. The remaining nine CASS items were used to generate a summary score for each child; the mean score improved from 38.5 to 43.6 (p = 0.011). Validated surveys also showed statistically significant improvements in social skills knowledge, problem behaviors, and ASD behaviors. Conclusions This study provides initial evidence that a directly observed measure detects changes in social competence in ASD and may provide a broader assessment of social ability. En ligne : https://doi.org/10.1016/j.rasd.2021.101766 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

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