Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis / Carlota ALCOVER ; M. Ángeles MAIRENA ; Jairo RODRIGUEZ-MEDINA ; Marcela MEZZATESTA ; Gemma BALAÑÁ ; Neus ELIAS ; Maria ELIAS ; Eulàlia ARIAS-PUJOL in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2246-2260 Titre : Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Carlota ALCOVER, Auteur ; M. Ángeles MAIRENA, Auteur ; Jairo RODRIGUEZ-MEDINA, Auteur ; Marcela MEZZATESTA, Auteur ; Gemma BALAÑÁ, Auteur ; Neus ELIAS, Auteur ; Maria ELIAS, Auteur ; Eulàlia ARIAS-PUJOL, Auteur Article en page(s) : p.2246-2260 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The demand of social skills interventions for people with ASD has grown in recent years. The main goal of this research was to study social skills: "responding to interaction" and "initiating interaction", and to capture whether there were differences between an initial and a final session in a program for children with ASD. Additionally, we aimed to compare social skills patterns according to the VIQ level. The sample (N=20) was divided into 2 subgroups depending on whether the VIQ was>90 or<90. We employed a mixed methods approach based on a systematic observation of social behaviors. The observational design was nomothetic, follow-up, and multidimensional. Once we confirmed inter-observer reliability for the ad hoc observational instrument we performed descriptive statistics and polar coordinate analysis using LINCE software. The results show high intragroup and intergroup variability. In general, participants with VIQ<90 showed a better improvement in responding to interaction, whereas participants with VIQ>90 showed more complex patterns to initiate interactions. The polar coordinate technique was useful for detecting significant relationships between autism?s social micro-behaviors. Results and information obtained through observational methodology could allow professionals to understand communication and interaction of participants. En ligne : https://doi.org/10.1007/s10803-022-05496-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis : Journal of Autism and Developmental Disorders [texte imprimé] / Carlota ALCOVER, Auteur ; M. Ángeles MAIRENA, Auteur ; Jairo RODRIGUEZ-MEDINA, Auteur ; Marcela MEZZATESTA, Auteur ; Gemma BALAÑÁ, Auteur ; Neus ELIAS, Auteur ; Maria ELIAS, Auteur ; Eulàlia ARIAS-PUJOL, Auteur . - p.2246-2260. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2246-2260 Index. décimale : PER Périodiques Résumé : The demand of social skills interventions for people with ASD has grown in recent years. The main goal of this research was to study social skills: "responding to interaction" and "initiating interaction", and to capture whether there were differences between an initial and a final session in a program for children with ASD. Additionally, we aimed to compare social skills patterns according to the VIQ level. The sample (N=20) was divided into 2 subgroups depending on whether the VIQ was>90 or<90. We employed a mixed methods approach based on a systematic observation of social behaviors. The observational design was nomothetic, follow-up, and multidimensional. Once we confirmed inter-observer reliability for the ad hoc observational instrument we performed descriptive statistics and polar coordinate analysis using LINCE software. The results show high intragroup and intergroup variability. In general, participants with VIQ<90 showed a better improvement in responding to interaction, whereas participants with VIQ>90 showed more complex patterns to initiate interactions. The polar coordinate technique was useful for detecting significant relationships between autism?s social micro-behaviors. Results and information obtained through observational methodology could allow professionals to understand communication and interaction of participants. En ligne : https://doi.org/10.1007/s10803-022-05496-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build? / Jairo RODRIGUEZ-MEDINA in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.2980-2994 Titre : Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build? Type de document : texte imprimé Auteurs : Jairo RODRIGUEZ-MEDINA, Auteur ; Henar RODRIGUEZ-NAVARRO, Auteur ; Victor ARIAS, Auteur ; Benito ARIAS, Auteur ; M. Teresa ANGUERA, Auteur Article en page(s) : p.2980-2994 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Elementary school  Friendship  Observational methodology  Recess  Social network analysis Index. décimale : PER Périodiques Résumé : This mixed-methods study examined differences in social interaction patterns between a school-age boy with autism and his friends, non-reciprocal friends, and non-friends during recess time at a mainstream school (third grade of elementary school). Through a combination of observational methodology and social network analysis with an idiographic, follow-up and multidimensional design approach, we used lag sequential and polar coordinate analysis to ascertain the associations between various interactive behaviors as a function of type of friendship relation. After 40 sessions, we found that the non-reciprocal friendship relations of the boy with autism could have significantly greater potential than his reciprocal friendships to increase active engagement and reduce the time he spent alone during recess. En ligne : http://dx.doi.org/10.1007/s10803-018-3575-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Non-reciprocal Friendships in a School-Age Boy with Autism: The Ties that Build? [texte imprimé] / Jairo RODRIGUEZ-MEDINA, Auteur ; Henar RODRIGUEZ-NAVARRO, Auteur ; Victor ARIAS, Auteur ; Benito ARIAS, Auteur ; M. Teresa ANGUERA, Auteur . - p.2980-2994. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.2980-2994 Mots-clés : Autism spectrum disorder  Elementary school  Friendship  Observational methodology  Recess  Social network analysis Index. décimale : PER Périodiques Résumé : This mixed-methods study examined differences in social interaction patterns between a school-age boy with autism and his friends, non-reciprocal friends, and non-friends during recess time at a mainstream school (third grade of elementary school). Through a combination of observational methodology and social network analysis with an idiographic, follow-up and multidimensional design approach, we used lag sequential and polar coordinate analysis to ascertain the associations between various interactive behaviors as a function of type of friendship relation. After 40 sessions, we found that the non-reciprocal friendship relations of the boy with autism could have significantly greater potential than his reciprocal friendships to increase active engagement and reduce the time he spent alone during recess. En ligne : http://dx.doi.org/10.1007/s10803-018-3575-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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