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Application of Latent Class Analysis to Identify Subgroups of Children with Autism Spectrum Disorders who Benefit from Social Skills Training / V. DEKKER in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
[article]
Titre : Application of Latent Class Analysis to Identify Subgroups of Children with Autism Spectrum Disorders who Benefit from Social Skills Training Type de document : Texte imprimé et/ou numérique Auteurs : V. DEKKER, Auteur ; M. H. NAUTA, Auteur ; M. E. TIMMERMAN, Auteur ; E. J. MULDER, Auteur ; P. J. HOEKSTRA, Auteur ; Annelies A. DE BILDT, Auteur Article en page(s) : p.2004-2018 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Communication Female Humans Latent Class Analysis Male Parents Social Skills Autism spectrum disorder Participant and intervention characteristics Randomized controlled trial Social skills training for Health Research and Development ZonMw, nr 157003005). The agency had no role in data analyses, the decision to publish, or the preparation of the manuscript. She also is first author on the Dutch ADOS manual for which Accare receives enumeration. The other authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : With Latent Class Analysis applied on data of 98 children with autism spectrum disorder (ASD) (9-12 years; 17 girls) participating in social skills training (SST) in a randomized controlled trial (Dekker et al. 2019), four subgroups were detected, based on social-communicative skills before, and response patterns to training. Two subgroups improved after SST. Characterizing the subgroups based on participant and intervention characteristics showed that improvement was related to lower parent-reported perceived difficulty of social-communicative skills at start, higher verbal ability, younger age and milder symptoms of ASD and anxiety. The lowest performing non-improving subgroup participated more often in SST without parent/teacher involvement, compared to all other subgroups. Response to SST in ASD seems to vary depending on participant characteristics. En ligne : http://dx.doi.org/10.1007/s10803-020-04678-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2004-2018[article] Application of Latent Class Analysis to Identify Subgroups of Children with Autism Spectrum Disorders who Benefit from Social Skills Training [Texte imprimé et/ou numérique] / V. DEKKER, Auteur ; M. H. NAUTA, Auteur ; M. E. TIMMERMAN, Auteur ; E. J. MULDER, Auteur ; P. J. HOEKSTRA, Auteur ; Annelies A. DE BILDT, Auteur . - p.2004-2018.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2004-2018
Mots-clés : Autism Spectrum Disorder/therapy Child Communication Female Humans Latent Class Analysis Male Parents Social Skills Autism spectrum disorder Participant and intervention characteristics Randomized controlled trial Social skills training for Health Research and Development ZonMw, nr 157003005). The agency had no role in data analyses, the decision to publish, or the preparation of the manuscript. She also is first author on the Dutch ADOS manual for which Accare receives enumeration. The other authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : With Latent Class Analysis applied on data of 98 children with autism spectrum disorder (ASD) (9-12 years; 17 girls) participating in social skills training (SST) in a randomized controlled trial (Dekker et al. 2019), four subgroups were detected, based on social-communicative skills before, and response patterns to training. Two subgroups improved after SST. Characterizing the subgroups based on participant and intervention characteristics showed that improvement was related to lower parent-reported perceived difficulty of social-communicative skills at start, higher verbal ability, younger age and milder symptoms of ASD and anxiety. The lowest performing non-improving subgroup participated more often in SST without parent/teacher involvement, compared to all other subgroups. Response to SST in ASD seems to vary depending on participant characteristics. En ligne : http://dx.doi.org/10.1007/s10803-020-04678-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD / G. SZUMSKI in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
[article]
Titre : Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : G. SZUMSKI, Auteur ; J. SMOGORZEWSKA, Auteur ; P. GRYGIEL, Auteur ; A. M. ORLANDO, Auteur Article en page(s) : p.2822-2837 Langues : Anglais (eng) Mots-clés : Preschoolers with ASD Social skills Social skills training Theory of mind Index. décimale : PER Périodiques Résumé : We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers. En ligne : http://dx.doi.org/10.1007/s10803-017-3377-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2822-2837[article] Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD [Texte imprimé et/ou numérique] / G. SZUMSKI, Auteur ; J. SMOGORZEWSKA, Auteur ; P. GRYGIEL, Auteur ; A. M. ORLANDO, Auteur . - p.2822-2837.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2822-2837
Mots-clés : Preschoolers with ASD Social skills Social skills training Theory of mind Index. décimale : PER Périodiques Résumé : We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers. En ligne : http://dx.doi.org/10.1007/s10803-017-3377-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 Facilitation of biological motion processing by group-based autism specific social skills training / C. LUCKHARDT in Autism Research, 11-10 (October 2018)
[article]
Titre : Facilitation of biological motion processing by group-based autism specific social skills training Type de document : Texte imprimé et/ou numérique Auteurs : C. LUCKHARDT, Auteur ; A. KROGER, Auteur ; L. ELSUNI, Auteur ; H. CHOLEMKERY, Auteur ; S. BENDER, Auteur ; C. M. FREITAG, Auteur Article en page(s) : p.1376-1387 Langues : Anglais (eng) Mots-clés : autism biological motion event-related potentials facial emotion recognition intervention social skills training Index. décimale : PER Périodiques Résumé : Abnormalities in neurophysiological correlates of social perception are a well-known feature of autism spectrum disorder (ASD). However, little is known if and how ASD specific behavioral interventions may affect neural processing in ASD. The aim of the current study was to investigate for the first time, whether the group-based social skills training SOSTA-FRA would elicit changes in neurophysiological correlates of social perception in high-functioning ASD individuals aged 8-17 years. Event-related potentials (ERPs) of a facial emotion recognition (FER) and a biological motion perception task were examined. ERPs were compared between a randomized intervention and a treatment as usual group at three time points (baseline, post-intervention, and at 3 months follow-up). A reduction of P100 amplitude in the right hemisphere and a trend toward reduced N200 latency in the biological motion task were found after the training only in the intervention group, whereas behavioral performance remained stable. Change in N200 latencies and parent-rated social responsiveness showed small but statistically nonsignificant correlations. No changes were observed regarding FER. Results indicate that the intervention changed neural correlates of social perception in ASD. Especially neural correlates of biological motion perception, which is an important prerequisite for successful social interaction, were sensitive to change. ERPs of social perception tasks that are impaired in ASD can well be used to objectively measure neural processing improvement by behavioral intervention. Autism Res 2018, 11: 1376-1387. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: It is well known that people with autism spectrum disorder (ASD) process social information differently than other people and that these differences can also be seen in their brain activity. We also know that behavioral therapies, such as group-based social skills trainings can help people with ASD improve their behavior. But it is unclear how therapy changes social processing in the brain. The aim of our study was therefore to examine how neural processing of social stimuli changed after behavioral intervention. Comparing a group of children and adolescents that received the group-based social skills training SOSTA-FRA to a control group we found that the neural processing of human motion became faster and involved less brain resources after the intervention, while behavioral performance remained stable. No changes were seen for the processing of emotional facial expressions. We recommend that future studies should also analyze changes in brain function as well as behavioral changes as a secondary therapy outcome parameter. En ligne : http://dx.doi.org/10.1002/aur.2013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Autism Research > 11-10 (October 2018) . - p.1376-1387[article] Facilitation of biological motion processing by group-based autism specific social skills training [Texte imprimé et/ou numérique] / C. LUCKHARDT, Auteur ; A. KROGER, Auteur ; L. ELSUNI, Auteur ; H. CHOLEMKERY, Auteur ; S. BENDER, Auteur ; C. M. FREITAG, Auteur . - p.1376-1387.
Langues : Anglais (eng)
in Autism Research > 11-10 (October 2018) . - p.1376-1387
Mots-clés : autism biological motion event-related potentials facial emotion recognition intervention social skills training Index. décimale : PER Périodiques Résumé : Abnormalities in neurophysiological correlates of social perception are a well-known feature of autism spectrum disorder (ASD). However, little is known if and how ASD specific behavioral interventions may affect neural processing in ASD. The aim of the current study was to investigate for the first time, whether the group-based social skills training SOSTA-FRA would elicit changes in neurophysiological correlates of social perception in high-functioning ASD individuals aged 8-17 years. Event-related potentials (ERPs) of a facial emotion recognition (FER) and a biological motion perception task were examined. ERPs were compared between a randomized intervention and a treatment as usual group at three time points (baseline, post-intervention, and at 3 months follow-up). A reduction of P100 amplitude in the right hemisphere and a trend toward reduced N200 latency in the biological motion task were found after the training only in the intervention group, whereas behavioral performance remained stable. Change in N200 latencies and parent-rated social responsiveness showed small but statistically nonsignificant correlations. No changes were observed regarding FER. Results indicate that the intervention changed neural correlates of social perception in ASD. Especially neural correlates of biological motion perception, which is an important prerequisite for successful social interaction, were sensitive to change. ERPs of social perception tasks that are impaired in ASD can well be used to objectively measure neural processing improvement by behavioral intervention. Autism Res 2018, 11: 1376-1387. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: It is well known that people with autism spectrum disorder (ASD) process social information differently than other people and that these differences can also be seen in their brain activity. We also know that behavioral therapies, such as group-based social skills trainings can help people with ASD improve their behavior. But it is unclear how therapy changes social processing in the brain. The aim of our study was therefore to examine how neural processing of social stimuli changed after behavioral intervention. Comparing a group of children and adolescents that received the group-based social skills training SOSTA-FRA to a control group we found that the neural processing of human motion became faster and involved less brain resources after the intervention, while behavioral performance remained stable. No changes were seen for the processing of emotional facial expressions. We recommend that future studies should also analyze changes in brain function as well as behavioral changes as a secondary therapy outcome parameter. En ligne : http://dx.doi.org/10.1002/aur.2013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 Group-Based Social Skills Training with Play for Children on the Autism Spectrum / M. CHESTER in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
[article]
Titre : Group-Based Social Skills Training with Play for Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : M. CHESTER, Auteur ; A. L. RICHDALE, Auteur ; J. MCGILLIVRAY, Auteur Article en page(s) : p.2231-2242 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Children Play Social skills training Index. décimale : PER Périodiques Résumé : Despite widespread clinical use of group-based social skills training (SST) for children with autism spectrum disorder (ASD), there remains a lack of follow-up data, generalisation effects, common definition of social skills, and teacher report data. This study evaluated the effectiveness of an 8-week SST intervention with a play component (unstructured versus semi-structured) for children with ASD across a range of social, behavioural and emotional measures. Forty-five children aged 8-12 years (M = 10.16, SD = 1.26) were assigned to one of three groups: (a) SST with unstructured play; (b) SST with semi-structured play; and (c) waitlist control. Compared to a waitlist control group, children who participated in the SST intervention showed significant gains in social skills and social competence over time. En ligne : https://dx.doi.org/10.1007/s10803-019-03892-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2231-2242[article] Group-Based Social Skills Training with Play for Children on the Autism Spectrum [Texte imprimé et/ou numérique] / M. CHESTER, Auteur ; A. L. RICHDALE, Auteur ; J. MCGILLIVRAY, Auteur . - p.2231-2242.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2231-2242
Mots-clés : Autism spectrum disorder Children Play Social skills training Index. décimale : PER Périodiques Résumé : Despite widespread clinical use of group-based social skills training (SST) for children with autism spectrum disorder (ASD), there remains a lack of follow-up data, generalisation effects, common definition of social skills, and teacher report data. This study evaluated the effectiveness of an 8-week SST intervention with a play component (unstructured versus semi-structured) for children with ASD across a range of social, behavioural and emotional measures. Forty-five children aged 8-12 years (M = 10.16, SD = 1.26) were assigned to one of three groups: (a) SST with unstructured play; (b) SST with semi-structured play; and (c) waitlist control. Compared to a waitlist control group, children who participated in the SST intervention showed significant gains in social skills and social competence over time. En ligne : https://dx.doi.org/10.1007/s10803-019-03892-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 New approaches to social skills training: Blended group interventions for girls with social communication difficulties / Jeanne WOLSTENCROFT in Autism Research, 14-5 (May 2021)
[article]
Titre : New approaches to social skills training: Blended group interventions for girls with social communication difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Jeanne WOLSTENCROFT, Auteur ; Eleanor KERRY, Auteur ; Hayley DENYER, Auteur ; Alice WATKINS, Auteur ; William MANDY, Auteur ; David SKUSE, Auteur Article en page(s) : p.1061-1072 Langues : Anglais (eng) Mots-clés : autism e-health girls intervention online treatment social skills training Index. décimale : PER Périodiques Résumé : Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face-to-face group meetings. A systematic multiple-case series design with case tracking was developed, comprising a 3-month baseline, a 2-month intervention and a 3-month follow-up period. Seven adolescents with Turner Syndrome and social communication difficulties (17-20?years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self-esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre-intervention baseline. This proof-of-principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties. LAY SUMMARY: Social skills groups are increasingly popular for children with social communication disorders, but there is little evidence for their use online. Psychological treatments that require weekly face-to-face sessions for both children and their parents are associated with practical difficulties, disrupting family life and school commitments. Our study, is the first to use a blended online and face-to-face social skills training program for adolescent girls with social communication difficulties. We showed that this new approach to treatment was acceptable to families and has a positive and significant impact on participant's social performance and social knowledge. This new treatment approach may increase the accessibility of treatment for adolescents and young adults, especially those with social communication difficulties. Autism Res 2021, 14: 1061-1072. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.1061-1072[article] New approaches to social skills training: Blended group interventions for girls with social communication difficulties [Texte imprimé et/ou numérique] / Jeanne WOLSTENCROFT, Auteur ; Eleanor KERRY, Auteur ; Hayley DENYER, Auteur ; Alice WATKINS, Auteur ; William MANDY, Auteur ; David SKUSE, Auteur . - p.1061-1072.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.1061-1072
Mots-clés : autism e-health girls intervention online treatment social skills training Index. décimale : PER Périodiques Résumé : Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face-to-face group meetings. A systematic multiple-case series design with case tracking was developed, comprising a 3-month baseline, a 2-month intervention and a 3-month follow-up period. Seven adolescents with Turner Syndrome and social communication difficulties (17-20?years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self-esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre-intervention baseline. This proof-of-principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties. LAY SUMMARY: Social skills groups are increasingly popular for children with social communication disorders, but there is little evidence for their use online. Psychological treatments that require weekly face-to-face sessions for both children and their parents are associated with practical difficulties, disrupting family life and school commitments. Our study, is the first to use a blended online and face-to-face social skills training program for adolescent girls with social communication difficulties. We showed that this new approach to treatment was acceptable to families and has a positive and significant impact on participant's social performance and social knowledge. This new treatment approach may increase the accessibility of treatment for adolescents and young adults, especially those with social communication difficulties. Autism Res 2021, 14: 1061-1072. © 2021 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 A randomized, placebo-controlled trial of D-cycloserine for the enhancement of social skills training in autism spectrum disorders / N. F. MINSHAWI in Molecular Autism, 7 (2016)
PermalinkSchool-based social skills training for preschool-age children with autism spectrum disorder / Keith C RADLEY in Autism, 20-8 (November 2016)
PermalinkA Systematic Review and Meta-analysis of Social Skills Training for Adults with Autism Spectrum Disorder / Julien DUBREUCQ in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
PermalinkThe Inclusion of Siblings in Social Skills Training Groups for Boys With Asperger Syndrome / Lia L. CASTORINA in Journal of Autism and Developmental Disorders, 41-1 (January 2011)
PermalinkThe Treatment of Childhood Social Phobia: The Effectiveness of a Social Skills Training-based, Cognitive-behavioural Intervention, with and without Parental Involvement / Susan H. SPENCE in Journal of Child Psychology and Psychiatry, 41-6 (September 2000)
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