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Documents disponibles écrits par cet auteur (10)



Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders / Fred FRANKEL in Journal of Autism and Developmental Disorders, 40-7 (July 2010)
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Titre : Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur Année de publication : 2010 Article en page(s) : p.843 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1016-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107
in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.843[article] Erratum to: A Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Fred FRANKEL, Auteur ; Elizabeth A. LAUGESON, Auteur ; Robert MYATT, Auteur ; Catherine SUGAR, Auteur ; Cynthia WHITHAM, Auteur ; Clarissa M. GOROSPE, Auteur . - 2010 . - p.843.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.843
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-1016-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
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Titre : Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Alexander GANTMAN, Auteur ; Ashley R. DILLON, Auteur ; Catherine MOGIL, Auteur Année de publication : 2012 Article en page(s) : p.1025-1036 Langues : Anglais (eng) Mots-clés : Social skills Autism Asperger’s Disorder PEERS Friendship Adolescents Index. décimale : PER Périodiques Résumé : The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. En ligne : http://dx.doi.org/10.1007/s10803-011-1339-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1025-1036[article] Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Alexander GANTMAN, Auteur ; Ashley R. DILLON, Auteur ; Catherine MOGIL, Auteur . - 2012 . - p.1025-1036.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1025-1036
Mots-clés : Social skills Autism Asperger’s Disorder PEERS Friendship Adolescents Index. décimale : PER Périodiques Résumé : The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. En ligne : http://dx.doi.org/10.1007/s10803-011-1339-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156 Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders / Josh MANDELBERG in Autism, 18-3 (April 2014)
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Titre : Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Josh MANDELBERG, Auteur ; Fred FRANKEL, Auteur ; Tina CUNNINGHAM, Auteur ; Clarissa M. GOROSPE, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.255-263 Langues : Anglais (eng) Mots-clés : autism children follow-up intervention social skills Index. décimale : PER Périodiques Résumé : This study aims to evaluate the long-term outcome of Children’s Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children’s Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children’s Friendship Training 1–5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre–Children’s Friendship Training. En ligne : http://dx.doi.org/10.1177/1362361312472403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Autism > 18-3 (April 2014) . - p.255-263[article] Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Josh MANDELBERG, Auteur ; Fred FRANKEL, Auteur ; Tina CUNNINGHAM, Auteur ; Clarissa M. GOROSPE, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.255-263.
Langues : Anglais (eng)
in Autism > 18-3 (April 2014) . - p.255-263
Mots-clés : autism children follow-up intervention social skills Index. décimale : PER Périodiques Résumé : This study aims to evaluate the long-term outcome of Children’s Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children’s Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children’s Friendship Training 1–5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre–Children’s Friendship Training. En ligne : http://dx.doi.org/10.1177/1362361312472403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders / Frederick D. FRANKEL in Journal of Child Psychology and Psychiatry, 52-5 (May 2011)
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Titre : Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Frederick D. FRANKEL, Auteur ; Clarissa M. GOROSPE, Auteur ; Ya-Chih CHANG, Auteur ; Catherine SUGAR, Auteur Année de publication : 2011 Article en page(s) : p.571-579 Langues : Anglais (eng) Mots-clés : Social skills autism Asperger’s disorder friendship Index. décimale : PER Périodiques Résumé : Background: Children with high-functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school playground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school.
Methods: This study examines the relationship between mother-reported play date frequency and amount of conflict, and peer interaction observed on the school playground for a sample of 27 boys and 4 girls meeting structured interview and observation criteria for ASD. Measures of intellectual functioning, adaptive behavior, and social skills were included in a stepwise regression analysis to account for their impact on relationships between maternal play date reports, general peer acceptance at school (as rated by the child’s teacher) and observations of school playground behavior.
Results: Results revealed that children with autism spectrum disorders who had more play dates in their home tended to spend a greater amount of time engaged in behaviors such as mutual offering of objects, conversing and other turn-taking activities with peers on the school playground. They also received more positive responses to their overtures from peers. These relationships remained highly significant even after accounting for other demographic, general social, and cognitive variables.
Conclusions: The present results suggest that play date frequency is strongly related to school playground behavior. Owing to the design of this study, future research must assess whether play dates in the home promote better peer relationships on the playground or the reverse. In either case, the assessment of play dates, as well as observation of spontaneous unsupervised social interactions, are important outcome measures to consider in social skills interventions for children with high-functioning ASD.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02318.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121
in Journal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.571-579[article] Mothers’ reports of play dates and observation of school playground behavior of children having high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Frederick D. FRANKEL, Auteur ; Clarissa M. GOROSPE, Auteur ; Ya-Chih CHANG, Auteur ; Catherine SUGAR, Auteur . - 2011 . - p.571-579.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.571-579
Mots-clés : Social skills autism Asperger’s disorder friendship Index. décimale : PER Périodiques Résumé : Background: Children with high-functioning autism spectrum disorders (ASD) are generally included with typically developing peers at school. They have difficulties interacting with peers on the school playground. Previous literature suggests that having play dates in the home may be related to better peer acceptance at school.
Methods: This study examines the relationship between mother-reported play date frequency and amount of conflict, and peer interaction observed on the school playground for a sample of 27 boys and 4 girls meeting structured interview and observation criteria for ASD. Measures of intellectual functioning, adaptive behavior, and social skills were included in a stepwise regression analysis to account for their impact on relationships between maternal play date reports, general peer acceptance at school (as rated by the child’s teacher) and observations of school playground behavior.
Results: Results revealed that children with autism spectrum disorders who had more play dates in their home tended to spend a greater amount of time engaged in behaviors such as mutual offering of objects, conversing and other turn-taking activities with peers on the school playground. They also received more positive responses to their overtures from peers. These relationships remained highly significant even after accounting for other demographic, general social, and cognitive variables.
Conclusions: The present results suggest that play date frequency is strongly related to school playground behavior. Owing to the design of this study, future research must assess whether play dates in the home promote better peer relationships on the playground or the reverse. In either case, the assessment of play dates, as well as observation of spontaneous unsupervised social interactions, are important outcome measures to consider in social skills interventions for children with high-functioning ASD.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02318.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 39-4 (April 2009)
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Titre : Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Catherine MOGIL, Auteur ; Ashley R. DILLON, Auteur Année de publication : 2009 Article en page(s) : p.596-606 Langues : Anglais (eng) Mots-clés : Social-skills Autism Asperger’s-Disorder Friendship Adolescents PEERS Index. décimale : PER Périodiques Résumé : This study examines the efficacy of a manualized parent-assisted social skills intervention in comparison with a matched Delayed Treatment Control group to improve friendship quality and social skills among teens 13–17 years of age with autism spectrum disorders. Targeted skills included conversational skills, peer entry and exiting skills, developing friendship networks, good sportsmanship, good host behavior during get-togethers, changing bad reputations, and handling teasing, bullying, and arguments. Results revealed, in comparison with the control group, that the treatment group significantly improved their knowledge of social skills, increased frequency of hosted get-togethers, and improved overall social skills as reported by parents. Possibly due to poor return rate of questionnaires, social skills improvement reported by teachers was not significant. Future research should provide follow-up data to test the durability of treatment. En ligne : http://dx.doi.org/10.1007/s10803-008-0664-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=706
in Journal of Autism and Developmental Disorders > 39-4 (April 2009) . - p.596-606[article] Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Fred FRANKEL, Auteur ; Catherine MOGIL, Auteur ; Ashley R. DILLON, Auteur . - 2009 . - p.596-606.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-4 (April 2009) . - p.596-606
Mots-clés : Social-skills Autism Asperger’s-Disorder Friendship Adolescents PEERS Index. décimale : PER Périodiques Résumé : This study examines the efficacy of a manualized parent-assisted social skills intervention in comparison with a matched Delayed Treatment Control group to improve friendship quality and social skills among teens 13–17 years of age with autism spectrum disorders. Targeted skills included conversational skills, peer entry and exiting skills, developing friendship networks, good sportsmanship, good host behavior during get-togethers, changing bad reputations, and handling teasing, bullying, and arguments. Results revealed, in comparison with the control group, that the treatment group significantly improved their knowledge of social skills, increased frequency of hosted get-togethers, and improved overall social skills as reported by parents. Possibly due to poor return rate of questionnaires, social skills improvement reported by teachers was not significant. Future research should provide follow-up data to test the durability of treatment. En ligne : http://dx.doi.org/10.1007/s10803-008-0664-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=706 Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills / Ya-Chih CHANG in Autism, 18-4 (May 2014)
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PermalinkA Randomized Controlled Study of Parent-assisted Children’s Friendship Training with Children having Autism Spectrum Disorders / Fred FRANKEL in Journal of Autism and Developmental Disorders, 40-7 (July 2010)
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PermalinkSocial Skills for Teenagers with Developmental and Autism Spectrum Disorders / Elizabeth A. LAUGESON
PermalinkPermalinkThe peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
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