217 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 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] / 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 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] / 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 in neurodevelopmental disorders: a study using role-plays to assess adolescents and young adults with 22q11.2 deletion syndrome and autism spectrum disorders / Clémence FELLER in Journal of Neurodevelopmental Disorders, 16 (2024)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 16 (2024) Titre : Social skills in neurodevelopmental disorders: a study using role-plays to assess adolescents and young adults with 22q11.2 deletion syndrome and autism spectrum disorders Type de document : texte imprimé Auteurs : Clémence FELLER, Auteur ; Laura ILEN, Auteur ; Stephan ELIEZ, Auteur ; Maude SCHNEIDER, Auteur Langues : Anglais (eng) Mots-clés : Humans  Adolescent  Young Adult  Social Skills  DiGeorge Syndrome/complications  Autism Spectrum Disorder/complications  Neurodevelopmental Disorders  Anxiety  22q11.2 deletion syndrome  Autism spectrum disorders  Direct observation  Role-plays Index. décimale : PER Périodiques Résumé : BACKGROUNDS: Social skills are frequently impaired in neurodevelopmental disorders and genetic conditions, including 22q11.2 deletion syndrome (22q11DS) and autism spectrum disorders (ASD). Although often assessed with questionnaires, direct assessment provides a more valid estimate of the constructs. Role-plays (i.e., simulates situational settings) therefore appear to be an appropriate indicator of social skills in daily life. METHODS: This co-registered study involved 53 individuals with 22q11DS, 34 individuals with ASD, and 64 typically developing (TD) peers aged 12-30 years. All participants were assessed with role-plays as well as parent-reported questionnaires and clinical interviews focusing on social skills, functioning and anxiety. RESULTS: Both clinical groups showed impaired social skills compared to TD, but distinct social profiles emerged between the groups. Individuals with 22q11DS displayed higher social appropriateness and clarity of speech but weaker general argumentation and negotiation skills, with the opposite pattern observed in participants with ASD. No association was found between social skills measured by direct observation and caregiver reports. Social anxiety, although higher in clinical groups than in TD, was not associated with role-plays. CONCLUSIONS: This study highlights the need to train social skills through tailored interventions to target the specific difficulties of each clinical population. It also highlights the importance of combining measures as they do not necessarily provide the same outcome. En ligne : https://dx.doi.org/10.1186/s11689-024-09527-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575 [article] Social skills in neurodevelopmental disorders: a study using role-plays to assess adolescents and young adults with 22q11.2 deletion syndrome and autism spectrum disorders [texte imprimé] / Clémence FELLER, Auteur ; Laura ILEN, Auteur ; Stephan ELIEZ, Auteur ; Maude SCHNEIDER, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 16 (2024) Mots-clés : Humans  Adolescent  Young Adult  Social Skills  DiGeorge Syndrome/complications  Autism Spectrum Disorder/complications  Neurodevelopmental Disorders  Anxiety  22q11.2 deletion syndrome  Autism spectrum disorders  Direct observation  Role-plays Index. décimale : PER Périodiques Résumé : BACKGROUNDS: Social skills are frequently impaired in neurodevelopmental disorders and genetic conditions, including 22q11.2 deletion syndrome (22q11DS) and autism spectrum disorders (ASD). Although often assessed with questionnaires, direct assessment provides a more valid estimate of the constructs. Role-plays (i.e., simulates situational settings) therefore appear to be an appropriate indicator of social skills in daily life. METHODS: This co-registered study involved 53 individuals with 22q11DS, 34 individuals with ASD, and 64 typically developing (TD) peers aged 12-30 years. All participants were assessed with role-plays as well as parent-reported questionnaires and clinical interviews focusing on social skills, functioning and anxiety. RESULTS: Both clinical groups showed impaired social skills compared to TD, but distinct social profiles emerged between the groups. Individuals with 22q11DS displayed higher social appropriateness and clarity of speech but weaker general argumentation and negotiation skills, with the opposite pattern observed in participants with ASD. No association was found between social skills measured by direct observation and caregiver reports. Social anxiety, although higher in clinical groups than in TD, was not associated with role-plays. CONCLUSIONS: This study highlights the need to train social skills through tailored interventions to target the specific difficulties of each clinical population. It also highlights the importance of combining measures as they do not necessarily provide the same outcome. En ligne : https://dx.doi.org/10.1186/s11689-024-09527-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575

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 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] / 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 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] / 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)  

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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 / Vera 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 / Jessica Anna 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 / Grzegorz SZUMSKI in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

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