A preliminary randomized controlled study of the PEERS® program for Taiwanese autistic adolescents: The effectiveness on reducing school bullying and enhancing social function / Yi-Ling CHIEN ; Yueh-Ming TAI ; Heng-Man CHEN ; Hsien-Hsueh SHIH ; Li-Wei CHEN ; Yu-Ying CHEN ; Wei-Tsuen SOONG ; Yen-Nan CHIU ; Wen-Che TSAI ; Elizabeth LAUGESON ; Mei-Hui TSENG ; Susan Shur-Fen GAU in Autism Research, 17-8 (August 2024)  

Public ISBD [article]  inAutism Research > 17-8 (August 2024) . - p.1705-1720 Titre : A preliminary randomized controlled study of the PEERS® program for Taiwanese autistic adolescents: The effectiveness on reducing school bullying and enhancing social function Type de document : Texte imprimé et/ou numérique Auteurs : Yi-Ling CHIEN, Auteur ; Yueh-Ming TAI, Auteur ; Heng-Man CHEN, Auteur ; Hsien-Hsueh SHIH, Auteur ; Li-Wei CHEN, Auteur ; Yu-Ying CHEN, Auteur ; Wei-Tsuen SOONG, Auteur ; Yen-Nan CHIU, Auteur ; Wen-Che TSAI, Auteur ; Elizabeth LAUGESON, Auteur ; Mei-Hui TSENG, Auteur ; Susan Shur-Fen GAU, Auteur Article en page(s) : p.1705-1720 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Individuals with autism spectrum disorder (ASD) often experience lifelong social communication challenges and are more vulnerable to school bullying. Addressing their social difficulties and school bullying requires evidence-based interventions. PEERS® (Program for the Education and Enrichment of Relational Skills) was adapted and translated for Taiwanese adolescents. This randomized controlled study aimed to examine the effectiveness of the Taiwanese version of PEERS® in reducing school bullying and enhancing social function among autistic adolescents. Twenty-one autistic adolescents (mean age 14.29?+?1.67?years; female n = 733.33%) were randomized to a treatment group (TG, n = 10) or a delayed treatment control group (DTG, n = 11). The outcome measures (school bullying, social challenges, social skills knowledge, and social skills performance) were assessed at baseline, post-treatment, and follow-up. The group and time interaction analyses revealed greater magnitudes of reduction in general school bullying (p < 0.001), victimization (p < 0.001), perpetration (p = 0.012), social challenges (p = 0.001), and peer conflicts (p < 0.001), and improvement in social knowledge (p < 0.001) in the TG group than the DTG group. The findings suggest that the PEERS® program tailored for Taiwanese adolescents is effective in reducing school bullying, decreasing social challenges, and enhancing social skills among autistic adolescents, with very large effect sizes (Cohen's d ranging from 1.19 to 2.88). Consequently, participation in the PEERS® program is recommended for adolescents with social difficulties to improve their social communication and interactions to offset school bullying and other social challenges related to adverse outcomes. En ligne : https://doi.org/10.1002/aur.3213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] A preliminary randomized controlled study of the PEERS® program for Taiwanese autistic adolescents: The effectiveness on reducing school bullying and enhancing social function [Texte imprimé et/ou numérique] / Yi-Ling CHIEN, Auteur ; Yueh-Ming TAI, Auteur ; Heng-Man CHEN, Auteur ; Hsien-Hsueh SHIH, Auteur ; Li-Wei CHEN, Auteur ; Yu-Ying CHEN, Auteur ; Wei-Tsuen SOONG, Auteur ; Yen-Nan CHIU, Auteur ; Wen-Che TSAI, Auteur ; Elizabeth LAUGESON, Auteur ; Mei-Hui TSENG, Auteur ; Susan Shur-Fen GAU, Auteur . - p.1705-1720. Langues : Anglais (eng) in Autism Research > 17-8 (August 2024) . - p.1705-1720 Index. décimale : PER Périodiques Résumé : Abstract Individuals with autism spectrum disorder (ASD) often experience lifelong social communication challenges and are more vulnerable to school bullying. Addressing their social difficulties and school bullying requires evidence-based interventions. PEERS® (Program for the Education and Enrichment of Relational Skills) was adapted and translated for Taiwanese adolescents. This randomized controlled study aimed to examine the effectiveness of the Taiwanese version of PEERS® in reducing school bullying and enhancing social function among autistic adolescents. Twenty-one autistic adolescents (mean age 14.29?+?1.67?years; female n = 733.33%) were randomized to a treatment group (TG, n = 10) or a delayed treatment control group (DTG, n = 11). The outcome measures (school bullying, social challenges, social skills knowledge, and social skills performance) were assessed at baseline, post-treatment, and follow-up. The group and time interaction analyses revealed greater magnitudes of reduction in general school bullying (p < 0.001), victimization (p < 0.001), perpetration (p = 0.012), social challenges (p = 0.001), and peer conflicts (p < 0.001), and improvement in social knowledge (p < 0.001) in the TG group than the DTG group. The findings suggest that the PEERS® program tailored for Taiwanese adolescents is effective in reducing school bullying, decreasing social challenges, and enhancing social skills among autistic adolescents, with very large effect sizes (Cohen's d ranging from 1.19 to 2.88). Consequently, participation in the PEERS® program is recommended for adolescents with social difficulties to improve their social communication and interactions to offset school bullying and other social challenges related to adverse outcomes. En ligne : https://doi.org/10.1002/aur.3213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

The mediators for the link between autism and real-world executive functions in adolescence and young adulthood / Yi-Ling CHIEN in Autism, 28-4 (April 2024)  

Public ISBD [article]  inAutism > 28-4 (April 2024) . - p.881-895 Titre : The mediators for the link between autism and real-world executive functions in adolescence and young adulthood Type de document : Texte imprimé et/ou numérique Auteurs : Yi-Ling CHIEN, Auteur ; Yueh-Ming TAI, Auteur ; Yen-Nan CHIU, Auteur ; Wen-Che TSAI, Auteur ; Susan Shur-Fen GAU, Auteur Article en page(s) : p.881-895 Langues : Anglais (eng) Mots-clés : autism spectrum disorder,developmental changes,mediator,real-world executive functions Index. décimale : PER Périodiques Résumé : The mediators of real-world executive functions in autism during the transition into adulthood are mainly unknown. This study aimed to identify the mediators for the behavioral and cognitive domains of real-world executive functions in late adolescent and young adult autistic populations. We followed up 289 autistic children (aged 11.6?+?3.8, male 82.2%) and 203 non-autistic controls (10.7?+?2.9, 66.5%) to their ages of 16.9?+?4.7 and 15.8?+?3.9, respectively. The Behavior Rating Inventory of Executive Function, comprising two global scales (Behavioral Regulation Index and the Metacognitive Index), was used to assess real-world executive functions at Time 2. Mediators of behavior regulation and metacognition were explored among a wide range of clinical correlates and parental bonding. We found that the autistic group had lower executive functions than the non-autistic group with lower behavior regulation and metacognition subscores. Several childhood factors were significant mediators. Multiple mediation analyses revealed that childhood inattention remained a significant mediator for both behavior regulation and metacognition in late adolescence, and peer problems were the specific mediators of metacognition. Our findings suggest several childhood factors may mediate real-world executive functions during late adolescence. Treating common mediators such as inattention may improve real-world executive functions in autistic individuals during adulthood. Lay abstract Childhood factors that predict real-world executive function in autism spectrum disorder during the transition into adulthood are largely unknown. This study aimed to identify the predictors for the behavioral and cognitive aspects of real-world executive function in late adolescent and young adult autistic populations. We followed up 289 autistic youth (mean age 11.6?years) and 203 non-autistic controls (10.7?years) to their ages of 16.9 and 15.8, respectively. The Behavior Rating Inventory of Executive Function scale was used to measure the real-world executive function at late adolescence and young adulthood at follow-up. Potential predictors such as autistic symptoms, inattention or hyperactivity symptoms, peer relationship, emotional symptoms, and parenting styles were assessed in childhood at first enrollment. The results showed that childhood inattention, withdrawn behaviors, social communication difficulties, and child-reported emotion and inattention/hyperactivity may predict real-world lower executive function in late adolescence and young adults with autism. When separating executive function into behavioral and cognitive aspects, we found that oppositional behaviors and peer problems were specific predictors for behavioral regulation and cognitive function, respectively. Our findings suggested that treating common predictors in childhood, such as inattention, may potentially improve real-world executive function in autism during the transition into adulthood. En ligne : https://dx.doi.org/10.1177/13623613231184733 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] The mediators for the link between autism and real-world executive functions in adolescence and young adulthood [Texte imprimé et/ou numérique] / Yi-Ling CHIEN, Auteur ; Yueh-Ming TAI, Auteur ; Yen-Nan CHIU, Auteur ; Wen-Che TSAI, Auteur ; Susan Shur-Fen GAU, Auteur . - p.881-895. Langues : Anglais (eng) in Autism > 28-4 (April 2024) . - p.881-895 Mots-clés : autism spectrum disorder,developmental changes,mediator,real-world executive functions Index. décimale : PER Périodiques Résumé : The mediators of real-world executive functions in autism during the transition into adulthood are mainly unknown. This study aimed to identify the mediators for the behavioral and cognitive domains of real-world executive functions in late adolescent and young adult autistic populations. We followed up 289 autistic children (aged 11.6?+?3.8, male 82.2%) and 203 non-autistic controls (10.7?+?2.9, 66.5%) to their ages of 16.9?+?4.7 and 15.8?+?3.9, respectively. The Behavior Rating Inventory of Executive Function, comprising two global scales (Behavioral Regulation Index and the Metacognitive Index), was used to assess real-world executive functions at Time 2. Mediators of behavior regulation and metacognition were explored among a wide range of clinical correlates and parental bonding. We found that the autistic group had lower executive functions than the non-autistic group with lower behavior regulation and metacognition subscores. Several childhood factors were significant mediators. Multiple mediation analyses revealed that childhood inattention remained a significant mediator for both behavior regulation and metacognition in late adolescence, and peer problems were the specific mediators of metacognition. Our findings suggest several childhood factors may mediate real-world executive functions during late adolescence. Treating common mediators such as inattention may improve real-world executive functions in autistic individuals during adulthood. Lay abstract Childhood factors that predict real-world executive function in autism spectrum disorder during the transition into adulthood are largely unknown. This study aimed to identify the predictors for the behavioral and cognitive aspects of real-world executive function in late adolescent and young adult autistic populations. We followed up 289 autistic youth (mean age 11.6?years) and 203 non-autistic controls (10.7?years) to their ages of 16.9 and 15.8, respectively. The Behavior Rating Inventory of Executive Function scale was used to measure the real-world executive function at late adolescence and young adulthood at follow-up. Potential predictors such as autistic symptoms, inattention or hyperactivity symptoms, peer relationship, emotional symptoms, and parenting styles were assessed in childhood at first enrollment. The results showed that childhood inattention, withdrawn behaviors, social communication difficulties, and child-reported emotion and inattention/hyperactivity may predict real-world lower executive function in late adolescence and young adults with autism. When separating executive function into behavioral and cognitive aspects, we found that oppositional behaviors and peer problems were specific predictors for behavioral regulation and cognitive function, respectively. Our findings suggested that treating common predictors in childhood, such as inattention, may potentially improve real-world executive function in autism during the transition into adulthood. En ligne : https://dx.doi.org/10.1177/13623613231184733 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

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