Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
1 recherche sur le mot-clé 'Asperger-syndrome social-skills'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program / Renae BEAUMONT in Journal of Child Psychology and Psychiatry, 49-7 (July 2008)
[article]
Titre : A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program Type de document : Texte imprimé et/ou numérique Auteurs : Renae BEAUMONT, Auteur ; Kate SOFRONOFF, Auteur Année de publication : 2008 Article en page(s) : p.743 - 753 Langues : Anglais (eng) Mots-clés : Asperger-syndrome social-skills Index. décimale : PER Périodiques Résumé : Background: The study aimed to investigate the effectiveness of a new multi-component social skills intervention for children with Asperger syndrome (AS): The Junior Detective Training Program. This 7-week program included a computer game, small group sessions, parent training sessions and teacher handouts.
Method: Forty-nine children with AS were recruited to participate and randomly assigned to intervention (n = 26) or wait-list control (n = 23) conditions.
Results: Relative to children in the wait-list group, program participants showed greater improvements in social skills over the course of the intervention, as indicated by parent-report measures. Teacher-report data also confirmed that children receiving the intervention made significant improvements in social functioning from pre- to post-treatment. Treatment group participants were better able to suggest appropriate emotion-management strategies for story characters at post-intervention than at pre-intervention, whereas control participants were not. However, there was no difference in the improvements made by children in the intervention and control conditions on facial expression and body-posture recognition measures. Follow-up data suggested that treatment gains were maintained by children at 5-months post-intervention.
Conclusions: The Junior Detective Training Program appeared to be effective in enhancing the social skills and emotional understanding of children with AS. Limitations and suggestions for future research are discussed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01920.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540
in Journal of Child Psychology and Psychiatry > 49-7 (July 2008) . - p.743 - 753[article] A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program [Texte imprimé et/ou numérique] / Renae BEAUMONT, Auteur ; Kate SOFRONOFF, Auteur . - 2008 . - p.743 - 753.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-7 (July 2008) . - p.743 - 753
Mots-clés : Asperger-syndrome social-skills Index. décimale : PER Périodiques Résumé : Background: The study aimed to investigate the effectiveness of a new multi-component social skills intervention for children with Asperger syndrome (AS): The Junior Detective Training Program. This 7-week program included a computer game, small group sessions, parent training sessions and teacher handouts.
Method: Forty-nine children with AS were recruited to participate and randomly assigned to intervention (n = 26) or wait-list control (n = 23) conditions.
Results: Relative to children in the wait-list group, program participants showed greater improvements in social skills over the course of the intervention, as indicated by parent-report measures. Teacher-report data also confirmed that children receiving the intervention made significant improvements in social functioning from pre- to post-treatment. Treatment group participants were better able to suggest appropriate emotion-management strategies for story characters at post-intervention than at pre-intervention, whereas control participants were not. However, there was no difference in the improvements made by children in the intervention and control conditions on facial expression and body-posture recognition measures. Follow-up data suggested that treatment gains were maintained by children at 5-months post-intervention.
Conclusions: The Junior Detective Training Program appeared to be effective in enhancing the social skills and emotional understanding of children with AS. Limitations and suggestions for future research are discussed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01920.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540