The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism / P. P. P. CHEUNG in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1894-1908 Titre : The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : P. P. P. CHEUNG, Auteur ; T. BROWN, Auteur ; M. L. YU, Auteur ; A. M. H. SIU, Auteur Article en page(s) : p.1894-1908 Langues : Anglais (eng) Mots-clés : Adolescent  Autistic Disorder/psychology/therapy  Child  Cognitive Behavioral Therapy/methods  Hong Kong  Humans  Male  Parents  Program Evaluation  School Mental Health Services  Schools  Social Cognition  Social Participation/psychology  Social Skills  Theory of Mind  Autism  Social participation  Social skills training  Social-cognitive intervention Index. décimale : PER Périodiques Résumé : This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children's social competence was assessed at pre-test and post-test. Compared to a waitlist control group, children in the intervention group demonstrated significantly greater gains on theory-of-mind and social skill measures. Focus groups and interviews were conducted to explore parents' views and generalization of children's social skills across settings. Children's social participation exhibited improvement in home, community, and school settings. The study findings offer promising evidence for a cost-effective program and support of the school-based social skills intervention for children with ASD in Hong Kong context. En ligne : http://dx.doi.org/10.1007/s10803-020-04683-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism [Texte imprimé et/ou numérique] / P. P. P. CHEUNG, Auteur ; T. BROWN, Auteur ; M. L. YU, Auteur ; A. M. H. SIU, Auteur . - p.1894-1908. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1894-1908 Mots-clés : Adolescent  Autistic Disorder/psychology/therapy  Child  Cognitive Behavioral Therapy/methods  Hong Kong  Humans  Male  Parents  Program Evaluation  School Mental Health Services  Schools  Social Cognition  Social Participation/psychology  Social Skills  Theory of Mind  Autism  Social participation  Social skills training  Social-cognitive intervention Index. décimale : PER Périodiques Résumé : This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children's social competence was assessed at pre-test and post-test. Compared to a waitlist control group, children in the intervention group demonstrated significantly greater gains on theory-of-mind and social skill measures. Focus groups and interviews were conducted to explore parents' views and generalization of children's social skills across settings. Children's social participation exhibited improvement in home, community, and school settings. The study findings offer promising evidence for a cost-effective program and support of the school-based social skills intervention for children with ASD in Hong Kong context. En ligne : http://dx.doi.org/10.1007/s10803-020-04683-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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