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Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools / Belinda RATCLIFFE in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools Type de document : Texte imprimé et/ou numérique Auteurs : Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur Article en page(s) : p.1722-1733 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder ASD Emotional competence Social–emotional intervention Group treatment School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733[article] Teaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools [Texte imprimé et/ou numérique] / Belinda RATCLIFFE, Auteur ; Michelle WONG, Auteur ; David DOSSETOR, Auteur ; Susan HAYES, Auteur . - p.1722-1733.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1722-1733
Mots-clés : Autism Spectrum Disorder ASD Emotional competence Social–emotional intervention Group treatment School-based intervention Index. décimale : PER Périodiques Résumé : Abstract This study examined the effectiveness of ‘Emotion-Based Social Skills Training (EBSST)’ a manualised social–emotional intervention designed to improve emotional competence in school-aged children with Autism Spectrum Disorder (ASD). Participants were 217 children (aged 7–13 years) with ASD without Intellectual Disability attending 41 mainstream primary schools in NSW Australia. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. One hundred and six students took part in the treatment and 111 students were in the control group. School Counsellors delivered the 16 session treatment to groups of 3–8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. EBSST improved teacher reported emotional competence as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. Parent reported emotional competence and more general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST and the EDQ. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Emotion Regulation Intensive Outpatient Programming: Development, Feasibility, and Acceptability / R. C. SHAFFER in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : Emotion Regulation Intensive Outpatient Programming: Development, Feasibility, and Acceptability Type de document : Texte imprimé et/ou numérique Auteurs : R. C. SHAFFER, Auteur ; L. K. WINK, Auteur ; J. RUBERG, Auteur ; A. PITTENGER, Auteur ; R. ADAMS, Auteur ; M. SORTER, Auteur ; P. MANNING, Auteur ; C. A. ERICKSON, Auteur Article en page(s) : p.495-508 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Cognitive behavioral therapy Emotion regulation Group treatment Intensive outpatient programming Parent training Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) and/or intellectual and developmental disabilities (DD) often struggle with behavior management and emotion-regulation (ER). In this manuscript, we describe the results of a chart review examining a group treatment program designed to address ER deficits in youth with ASD and/or DD. The intensive 5 week program utilizes cognitive behavior, applied behavior analysis, and mindfulness techniques and includes biweekly child and parent groups. Results indicate that this program is feasible and associated with high caregiver satisfaction. Pre-and-post outcome results indicate statistically significant improvement on behavioral measures, but did not demonstrate significant improvment on the Pediatric Quality of Life Family Impact Module. Based on overall positive outcomes, a randomized controlled trial of the program is indicated. En ligne : http://dx.doi.org/10.1007/s10803-018-3727-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.495-508[article] Emotion Regulation Intensive Outpatient Programming: Development, Feasibility, and Acceptability [Texte imprimé et/ou numérique] / R. C. SHAFFER, Auteur ; L. K. WINK, Auteur ; J. RUBERG, Auteur ; A. PITTENGER, Auteur ; R. ADAMS, Auteur ; M. SORTER, Auteur ; P. MANNING, Auteur ; C. A. ERICKSON, Auteur . - p.495-508.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.495-508
Mots-clés : Autism Spectrum Disorder Cognitive behavioral therapy Emotion regulation Group treatment Intensive outpatient programming Parent training Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) and/or intellectual and developmental disabilities (DD) often struggle with behavior management and emotion-regulation (ER). In this manuscript, we describe the results of a chart review examining a group treatment program designed to address ER deficits in youth with ASD and/or DD. The intensive 5 week program utilizes cognitive behavior, applied behavior analysis, and mindfulness techniques and includes biweekly child and parent groups. Results indicate that this program is feasible and associated with high caregiver satisfaction. Pre-and-post outcome results indicate statistically significant improvement on behavioral measures, but did not demonstrate significant improvment on the Pediatric Quality of Life Family Impact Module. Based on overall positive outcomes, a randomized controlled trial of the program is indicated. En ligne : http://dx.doi.org/10.1007/s10803-018-3727-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382