204 recherche sur le mot-clé 'Social Skills'

Social skills and symptoms of anxiety disorders from preschool to adolescence: a prospective cohort study / Mojtaba HABIBI ASGARABAD in Journal of Child Psychology and Psychiatry, 64-7 (July 2023)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 64-7 (July 2023) . - p.1045-1055 Titre : Social skills and symptoms of anxiety disorders from preschool to adolescence: a prospective cohort study Type de document : Texte imprimé et/ou numérique Auteurs : Mojtaba HABIBI ASGARABAD, Auteur ; Silje STEINSBEKK, Auteur ; Lars WICHSTRØM, Auteur Article en page(s) : p.1045-1055 Langues : Anglais (eng) Mots-clés : Adolescence  anxiety disorders  random intercept cross-lagged panel model  longitudinal  social skills Index. décimale : PER Périodiques Résumé : Background Prior research, mostly cross-sectional or prospective studies with short follow-up periods, has indicated that childhood anxiety is associated with difficulties with social interaction. However, the etiological role of social skills in the development of anxiety in childhood remains unknown. Moreover, it is not known whether childhood anxiety impedes the development of age-appropriate social skills. Methods The relation between anxiety and social skills was, therefore, examined in two birth cohorts of children who were assessed biennially from the ages of 4 to 14years (n =1,043). Semistructured psychiatric diagnostic interviews of children (from age 8) and parents were used to measure symptoms of separation, generalized, and social anxiety disorders as well as specific phobias. Social skills were measured through the parent-reported Social Skills Rating System. A random intercept cross-lagged panel model was used to analyze the data, adjusting for observed time-variant covariates (emotion regulation, secure attachment, bullying victimization, and global self-esteem) and all unobserved time-invariant confounding effects. Results Reduced social skills predicted increased symptoms of anxiety at ages 8, 10, and 12 ( =.26,  =.17, and  =.15, respectively), whereas an increased number of anxiety symptoms did not forecast changes in social skills. Conclusions The findings suggest that reduced social skills may be involved in the development of anxiety symptoms in middle childhood and should, therefore, be considered in efforts to prevent and treat childhood anxiety. En ligne : https://doi.org/10.1111/jcpp.13787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] Social skills and symptoms of anxiety disorders from preschool to adolescence: a prospective cohort study [Texte imprimé et/ou numérique] / Mojtaba HABIBI ASGARABAD, Auteur ; Silje STEINSBEKK, Auteur ; Lars WICHSTRØM, Auteur . - p.1045-1055. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 64-7 (July 2023) . - p.1045-1055 Mots-clés : Adolescence  anxiety disorders  random intercept cross-lagged panel model  longitudinal  social skills Index. décimale : PER Périodiques Résumé : Background Prior research, mostly cross-sectional or prospective studies with short follow-up periods, has indicated that childhood anxiety is associated with difficulties with social interaction. However, the etiological role of social skills in the development of anxiety in childhood remains unknown. Moreover, it is not known whether childhood anxiety impedes the development of age-appropriate social skills. Methods The relation between anxiety and social skills was, therefore, examined in two birth cohorts of children who were assessed biennially from the ages of 4 to 14years (n =1,043). Semistructured psychiatric diagnostic interviews of children (from age 8) and parents were used to measure symptoms of separation, generalized, and social anxiety disorders as well as specific phobias. Social skills were measured through the parent-reported Social Skills Rating System. A random intercept cross-lagged panel model was used to analyze the data, adjusting for observed time-variant covariates (emotion regulation, secure attachment, bullying victimization, and global self-esteem) and all unobserved time-invariant confounding effects. Results Reduced social skills predicted increased symptoms of anxiety at ages 8, 10, and 12 ( =.26,  =.17, and  =.15, respectively), whereas an increased number of anxiety symptoms did not forecast changes in social skills. Conclusions The findings suggest that reduced social skills may be involved in the development of anxiety symptoms in middle childhood and should, therefore, be considered in efforts to prevent and treat childhood anxiety. En ligne : https://doi.org/10.1111/jcpp.13787 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Social Skills Assessment in Young Children With Autism: A Comparison Evaluation of the SSRS and PKBS / Hui-Ting WANG in Journal of Autism and Developmental Disorders, 41-11 (November 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1487-1495 Titre : Social Skills Assessment in Young Children With Autism: A Comparison Evaluation of the SSRS and PKBS Type de document : Texte imprimé et/ou numérique Auteurs : Hui-Ting WANG, Auteur ; Susan R. SANDALL, Auteur ; Carol A. DAVIS, Auteur ; Carnot James THOMAS, Auteur Année de publication : 2011 Article en page(s) : p.1487-1495 Langues : Anglais (eng) Mots-clés : Assessment  Social skills  SSRS  PKBS  AEPS  Autism Index. décimale : PER Périodiques Résumé : Impairment in the development of reciprocal social interaction and other social skills is one of the defining characteristics of Autism Spectrum Disorders (ASD). There is a need for assessment tools that will help guide social skills interventions and document outcomes. The purpose of this study was to examine the potential usefulness of two behavior rating scales with young children with ASD in an early childhood program. The results showed that the two social skills measures, the SSRS and PKBS, had adequate psychometric properties in terms of internal consistency, construct validity, convergent validity, and criterion validity with the AEPS, and were found to be predictive of how the tests would function when assessing young children with ASD in a natural setting. However, their usefulness in detecting social skills progress over time or intervention outcomes for young children with ASD may not be satisfactory. En ligne : http://dx.doi.org/10.1007/s10803-010-1175-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Social Skills Assessment in Young Children With Autism: A Comparison Evaluation of the SSRS and PKBS [Texte imprimé et/ou numérique] / Hui-Ting WANG, Auteur ; Susan R. SANDALL, Auteur ; Carol A. DAVIS, Auteur ; Carnot James THOMAS, Auteur . - 2011 . - p.1487-1495. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-11 (November 2011) . - p.1487-1495 Mots-clés : Assessment  Social skills  SSRS  PKBS  AEPS  Autism Index. décimale : PER Périodiques Résumé : Impairment in the development of reciprocal social interaction and other social skills is one of the defining characteristics of Autism Spectrum Disorders (ASD). There is a need for assessment tools that will help guide social skills interventions and document outcomes. The purpose of this study was to examine the potential usefulness of two behavior rating scales with young children with ASD in an early childhood program. The results showed that the two social skills measures, the SSRS and PKBS, had adequate psychometric properties in terms of internal consistency, construct validity, convergent validity, and criterion validity with the AEPS, and were found to be predictive of how the tests would function when assessing young children with ASD in a natural setting. However, their usefulness in detecting social skills progress over time or intervention outcomes for young children with ASD may not be satisfactory. En ligne : http://dx.doi.org/10.1007/s10803-010-1175-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study / Alexander GANTMAN in Journal of Autism and Developmental Disorders, 42-6 (June 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1094-1103 Titre : Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Alexander GANTMAN, Auteur ; Steven K. KAPP, Auteur ; Kaely ORENSKI, Auteur ; Elizabeth A. LAUGESON, Auteur Année de publication : 2012 Article en page(s) : p.1094-1103 Langues : Anglais (eng) Mots-clés : ASD  Autism  Adults  Social skills  PEERS Index. décimale : PER Périodiques Résumé : Despite the psychosocial difficulties common among young adults with autism spectrum disorders (ASD), little to no evidence-based social skills interventions exist for this population. Using a randomized controlled trial (RCT) design, the current study tested the effectiveness of an evidence-based, caregiver-assisted social skills intervention known as PEERS for Young Adults with high-functioning young adults with ASD (ages 18–23) using self- and caregiver-report measures. Results revealed that treated young adults reported significantly less loneliness and improved social skills knowledge, while caregivers reported significant improvements in young adults’ overall social skills, social responsiveness, empathy, and frequency of get-togethers. Results support the effectiveness of using this caregiver-assisted, manualized intervention for young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1350-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156 [article] Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study [Texte imprimé et/ou numérique] / Alexander GANTMAN, Auteur ; Steven K. KAPP, Auteur ; Kaely ORENSKI, Auteur ; Elizabeth A. LAUGESON, Auteur . - 2012 . - p.1094-1103. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1094-1103 Mots-clés : ASD  Autism  Adults  Social skills  PEERS Index. décimale : PER Périodiques Résumé : Despite the psychosocial difficulties common among young adults with autism spectrum disorders (ASD), little to no evidence-based social skills interventions exist for this population. Using a randomized controlled trial (RCT) design, the current study tested the effectiveness of an evidence-based, caregiver-assisted social skills intervention known as PEERS for Young Adults with high-functioning young adults with ASD (ages 18–23) using self- and caregiver-report measures. Results revealed that treated young adults reported significantly less loneliness and improved social skills knowledge, while caregivers reported significant improvements in young adults’ overall social skills, social responsiveness, empathy, and frequency of get-togethers. Results support the effectiveness of using this caregiver-assisted, manualized intervention for young adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1350-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156

Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature / Katherine M. WALTON in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.594-615 Titre : Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.594-615 Langues : Anglais (eng) Mots-clés : Social skills  Intellectual disability  Intervention  Adults Index. décimale : PER Périodiques Résumé : Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in this population, including video modeling, developmental, peer-mediated, behavioral, and structured teaching interventions. However, significant challenges in research design and methodology exist across these studies. This paper reviews research examining social skill interventions for youth and adults with ASD and S/PID and points out weaknesses and challenges in this literature. We propose a developmental framework of adapting early childhood interventions for use with youth and adults with ASD and S/PID as one starting point for intervention development. En ligne : http://dx.doi.org/10.1007/s10803-012-1601-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.594-615. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.594-615 Mots-clés : Social skills  Intellectual disability  Intervention  Adults Index. décimale : PER Périodiques Résumé : Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in this population, including video modeling, developmental, peer-mediated, behavioral, and structured teaching interventions. However, significant challenges in research design and methodology exist across these studies. This paper reviews research examining social skill interventions for youth and adults with ASD and S/PID and points out weaknesses and challenges in this literature. We propose a developmental framework of adapting early childhood interventions for use with youth and adults with ASD and S/PID as one starting point for intervention development. En ligne : http://dx.doi.org/10.1007/s10803-012-1601-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2244-2256 Titre : The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Ruth ELLINGSEN, Auteur ; Jennifer SANDERSON, Auteur ; Lara TUCCI, Auteur ; Shannon BATES, Auteur Article en page(s) : p.2244-2256 Langues : Anglais (eng) Mots-clés : Social skills  Autism spectrum disorder  PEERS  Friendship  Adolescents  School Index. décimale : PER Périodiques Résumé : Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS ® ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS ® treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS ® treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all. En ligne : http://dx.doi.org/10.1007/s10803-014-2108-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Ruth ELLINGSEN, Auteur ; Jennifer SANDERSON, Auteur ; Lara TUCCI, Auteur ; Shannon BATES, Auteur . - p.2244-2256. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2244-2256 Mots-clés : Social skills  Autism spectrum disorder  PEERS  Friendship  Adolescents  School Index. décimale : PER Périodiques Résumé : Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS ® ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS ® treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS ® treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all. En ligne : http://dx.doi.org/10.1007/s10803-014-2108-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder / Justin B. LEAF in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

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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)  

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Assessing Video Enhanced Activity Schedules to Teach Social Skills to Children with Autism Spectrum Disorder / J. A. OSOS in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

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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)  

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Exploratory factor analysis of the social skills improvement system (SSIS) for autistic children: Implications for use and educational placement / Danielle NADER in Research in Autism Spectrum Disorders, 104 (June 2023)  

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