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Development and preliminary testing of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) / Sakinah Binti IDRIS in Research in Autism Spectrum Disorders, 78 (October 2020)
[article]
Titre : Development and preliminary testing of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) Type de document : Texte imprimé et/ou numérique Auteurs : Sakinah Binti IDRIS, Auteur ; Gabrine JAGERSMA, Auteur ; Bjorn Jaime VAN PELT, Auteur ; Sophie JACOBS, Auteur ; Elizabeth A. LAUGESON, Auteur ; Manon H. J. HILLEGERS, Auteur ; Neeltje VAN HAREN, Auteur ; Kirstin GREAVES-LORD, Auteur Article en page(s) : 101629 Langues : Anglais (eng) Mots-clés : PEERS® Social skills Autism spectrum disorder Adolescent Friendship Index. décimale : PER Périodiques Résumé : The content of interventions targeting social behavior is sensitive to cultural differences in etiquette and societal customs. Here we describe (1) the process of linguistic and cultural adaptation of the PEERS® social skills program to the Dutch language and culture, and (2) the results from a preliminary adaptation test among 32 adolescents (12–18 years old) with autism spectrum disorder (ASD). Although some important cultural adaptations were made, the similarities in effective social behaviors across cultures were most striking. At post-test, autistic adolescents significantly improved their social skills knowledge. In addition, parent-reported and self-reported social engagement (hosted get-togethers) increased. Also, social skill impairment decreased according to parent-reports. Of the 32 adolescents who completed the program, 31% (n = 10) achieved a clinically significant change on the SRS-2 (?SRS-2 > 11.12). Future research examining the effectiveness of the Dutch version of PEERS® should include a larger randomized controlled trial, for which we provide several methodological considerations. En ligne : https://doi.org/10.1016/j.rasd.2020.101629 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101629[article] Development and preliminary testing of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) [Texte imprimé et/ou numérique] / Sakinah Binti IDRIS, Auteur ; Gabrine JAGERSMA, Auteur ; Bjorn Jaime VAN PELT, Auteur ; Sophie JACOBS, Auteur ; Elizabeth A. LAUGESON, Auteur ; Manon H. J. HILLEGERS, Auteur ; Neeltje VAN HAREN, Auteur ; Kirstin GREAVES-LORD, Auteur . - 101629.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101629
Mots-clés : PEERS® Social skills Autism spectrum disorder Adolescent Friendship Index. décimale : PER Périodiques Résumé : The content of interventions targeting social behavior is sensitive to cultural differences in etiquette and societal customs. Here we describe (1) the process of linguistic and cultural adaptation of the PEERS® social skills program to the Dutch language and culture, and (2) the results from a preliminary adaptation test among 32 adolescents (12–18 years old) with autism spectrum disorder (ASD). Although some important cultural adaptations were made, the similarities in effective social behaviors across cultures were most striking. At post-test, autistic adolescents significantly improved their social skills knowledge. In addition, parent-reported and self-reported social engagement (hosted get-togethers) increased. Also, social skill impairment decreased according to parent-reports. Of the 32 adolescents who completed the program, 31% (n = 10) achieved a clinically significant change on the SRS-2 (?SRS-2 > 11.12). Future research examining the effectiveness of the Dutch version of PEERS® should include a larger randomized controlled trial, for which we provide several methodological considerations. En ligne : https://doi.org/10.1016/j.rasd.2020.101629 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder / Isita TRIPATHI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Isita TRIPATHI, Auteur ; Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.2610-2626 Langues : Anglais (eng) Mots-clés : Autism Long-term outcomes Peers® Preschool Social skills Index. décimale : PER Périodiques Résumé : Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS(®) for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1-5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05147-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2610-2626[article] Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Isita TRIPATHI, Auteur ; Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.2610-2626.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2610-2626
Mots-clés : Autism Long-term outcomes Peers® Preschool Social skills Index. décimale : PER Périodiques Résumé : Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS(®) for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1-5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05147-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention / Angela D. HAENDEL in Autism Research, 14-4 (April 2021)
[article]
Titre : Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Angela D. HAENDEL, Auteur ; Alexander BARRINGTON, Auteur ; Brooke MAGNUS, Auteur ; Alexis A. ARIAS, Auteur ; Alana MCVEY, Auteur ; Sheryl PLEISS, Auteur ; Audrey M. CARSON, Auteur ; Elisabeth M. VOGT, Auteur ; Amy VAUGHAN VAN HECKE, Auteur Article en page(s) : p.787-803 Langues : Anglais (eng) Mots-clés : Eeg Peers® autism coherence electroencephalogram social skill intervention Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-4 (April 2021) . - p.787-803[article] Changes in Electroencephalogram Coherence in Adolescents With Autism Spectrum Disorder After a Social Skills Intervention [Texte imprimé et/ou numérique] / Angela D. HAENDEL, Auteur ; Alexander BARRINGTON, Auteur ; Brooke MAGNUS, Auteur ; Alexis A. ARIAS, Auteur ; Alana MCVEY, Auteur ; Sheryl PLEISS, Auteur ; Audrey M. CARSON, Auteur ; Elisabeth M. VOGT, Auteur ; Amy VAUGHAN VAN HECKE, Auteur . - p.787-803.
Langues : Anglais (eng)
in Autism Research > 14-4 (April 2021) . - p.787-803
Mots-clés : Eeg Peers® autism coherence electroencephalogram social skill intervention Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is a developmental condition that affects social communication and behavior. There is consensus that neurological differences are present in ASD. Further, theories emphasize the mixture of hypo- and hyper-connectivity as a neuropathologies in ASD [O'Reilly, Lewis, & Elsabbagh, 2017]; however, there is a paucity of studies specifically testing neurological underpinnings as predictors of success on social skills interventions. This study examined functional neural connectivity (electroencephalogram [EEG], coherence) of adolescents with ASD before and after the Program for the Education and Enrichment of Relational Skills (PEERS®) intervention, using a randomized controlled trial of two groups: an Experimental ASD (EXP) Group and a Waitlist Control ASD (WL) Group. The study had two purposes. First, the study aimed to determine whether changes in EEG coherence differed for adolescents that received PEERS® versus those that did not receive PEERS®. Results revealed a significant increase in connectivity in the occipital left to temporal left pair for the EXP group after intervention. Second, the study aimed to determine if changes in EEG coherence related to changes in behavior, friendships, and social skills measured by questionnaires. At post-intervention, results indicated: (a) positive change in frontal right to parietal right coherence was linked to an increase in social skills scores; and (b) positive changes in occipital right to temporal right coherence and occipital left to parietal left coherence were linked to an increase in the total number of get-togethers. Results of this study support utilizing neurobehavioral domains as indicators of treatment outcome. Lay Summary: This study examined how well various areas of the brain communicate in adolescents with ASD before and after a social skills intervention. Results revealed increased connectivity in the adolescents that received the intervention. Secondly, the study aimed to determine if changes in connectivity of brain areas related to changes in behavior, friendships, and social skills. Results indicated that changes in connectivity were also linked to increased social skills. Autism Res 2021, 14: 787-803. © 2021 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2459 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444