9 recherche sur le mot-clé 'skills'

The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.216-229 Titre : The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting Type de document : texte imprimé Auteurs : Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur Article en page(s) : p.216-229 Langues : Anglais (eng) Mots-clés : social skills  socialization  modeling  social  skills Index. décimale : PER Périodiques Résumé : The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public school settings participated in an 8-week intervention utilizing the intermediate skill components of the Superheroes Social Skills program. The intervention was presented once per week for approximately 30 min in the school settings. Analysis of data suggests that social engagements of participants during generalized recess periods increased following the introduction of intervention. Data on frequency of initiations and responses, as well as sociometric outcomes, were also collected as a secondary dependent variable and are discussed. Results suggest that pullout social skills training may result in effects that are generalized to more naturalistic settings. Limitations of the current study and suggestions for future research are reviewed. En ligne : http://dx.doi.org/10.1177/1088357614525660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting [texte imprimé] / Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur . - p.216-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.216-229 Mots-clés : social skills  socialization  modeling  social  skills Index. décimale : PER Périodiques Résumé : The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public school settings participated in an 8-week intervention utilizing the intermediate skill components of the Superheroes Social Skills program. The intervention was presented once per week for approximately 30 min in the school settings. Analysis of data suggests that social engagements of participants during generalized recess periods increased following the introduction of intervention. Data on frequency of initiations and responses, as well as sociometric outcomes, were also collected as a secondary dependent variable and are discussed. Results suggest that pullout social skills training may result in effects that are generalized to more naturalistic settings. Limitations of the current study and suggestions for future research are reviewed. En ligne : http://dx.doi.org/10.1177/1088357614525660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions / Cheong Ying SNG in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.120-131 Titre : Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions Type de document : texte imprimé Auteurs : Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur Article en page(s) : p.120-131 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social-communicative  socialization  social interaction  communication  social  skills Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication. En ligne : https://doi.org/10.1177/10883576211073689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions [texte imprimé] / Cheong Ying SNG, Auteur ; Mark CARTER, Auteur ; Jennifer STEPHENSON, Auteur ; Naomi SWELLER, Auteur . - p.120-131. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.120-131 Mots-clés : autism spectrum disorders  social-communicative  socialization  social interaction  communication  social  skills Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) may have difficulties with pragmatic behaviors in conversation such as staying on topic, taking the perspective of others, and repairing misunderstandings. Many social skill interventions teach conversation skills to assist the development of friendships and avoid social isolation, but few studies have examined whether conversation partners find the reported pragmatic behaviors problematic. We examined the effect of relationship type, regularity of contact, and age of the person with ASD on conversation partner perceptions. For problem scores, multiple regressions indicated an effect for relationship type such that friends tended to report lower problem scores than siblings/other relatives, parents, or life partners. Difficulties understanding humor was reported to be more problematic by friends, whereas for life partners it was the failure to keep conversations going and inappropriate terminations. Further research is needed to confirm and extend these results to better inform interventions into social communication. En ligne : https://doi.org/10.1177/10883576211073689 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Defining behavioral components of social functioning in adults with autism spectrum disorder as targets for treatment / Ashley A. PALLATHRA in Autism Research, 11-3 (March 2018)  

Public ISBD [article]  inAutism Research > 11-3 (March 2018) . - p.488-502 Titre : Defining behavioral components of social functioning in adults with autism spectrum disorder as targets for treatment Type de document : texte imprimé Auteurs : Ashley A. PALLATHRA, Auteur ; Monica E. CALKINS, Auteur ; Julia PARISH-MORRIS, Auteur ; Brenna B. MADDOX, Auteur ; Leat PEREZ, Auteur ; Judith MILLER, Auteur ; Ruben C. GUR, Auteur ; David S. MANDELL, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur Article en page(s) : p.488-502 Langues : Anglais (eng) Mots-clés : adult autism spectrum disorder  anxiety  cognition  motivation  skills  social functioning  treatment Index. décimale : PER Périodiques Résumé : There is increasing recognition that adults with autism spectrum disorder (ASD) would benefit from treatment to improve social functioning, a key factor in adults' overall quality of life. However, the various behavioral components of social functioning (i.e., categories of behaviors underlying social functioning), including social motivation, social anxiety, social cognition, and social skills, have not all been assessed together in any sample of adults with ASD, making it difficult to know the relative levels of impairment in these various categories, the relationships among these categories, or promising targets for treatments. We hypothesized there would be significant correlations among measures within the same category, but fewer correlations of measures between categories, indicating the heterogeneity of impairments in adults with ASD. Twenty-nine adults with ASD without co-occurring intellectual disability completed multiple assessments measuring social motivation, social anxiety, social cognition, and social skills, as well as measures of overall ASD symptom levels and community functioning. Results revealed significant positive correlations among measures within most categories; positive correlations between measures of social motivation and all other categories, except for social cognition; as well as positive cross-domain correlations between measures of anxiety and ASD phenotype; measures of social skills and community functioning; and measures of social skills and ASD phenotype. Further studies are warranted to determine causal relationships among these behavioral categories, across developmental stages. However, the lack of correlations between many categories suggests the potential importance of multidimensional treatments that target the particular components of social functioning most in need of improvement in individuals. Autism Res 2018, 11: 488-502. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The goal of this study was to measure behaviors that contribute to social functioning difficulties in adults with ASD, with the ultimate goal of guiding treatment development. We found that motivation to interact with others was significantly related to social anxiety and social skill. Our results suggest that motivation may be important to target in treatment, and that treatments should be tailored to the areas most in need of improvement in each individual. En ligne : http://dx.doi.org/10.1002/aur.1910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Defining behavioral components of social functioning in adults with autism spectrum disorder as targets for treatment [texte imprimé] / Ashley A. PALLATHRA, Auteur ; Monica E. CALKINS, Auteur ; Julia PARISH-MORRIS, Auteur ; Brenna B. MADDOX, Auteur ; Leat PEREZ, Auteur ; Judith MILLER, Auteur ; Ruben C. GUR, Auteur ; David S. MANDELL, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur . - p.488-502. Langues : Anglais (eng) in Autism Research > 11-3 (March 2018) . - p.488-502 Mots-clés : adult autism spectrum disorder  anxiety  cognition  motivation  skills  social functioning  treatment Index. décimale : PER Périodiques Résumé : There is increasing recognition that adults with autism spectrum disorder (ASD) would benefit from treatment to improve social functioning, a key factor in adults' overall quality of life. However, the various behavioral components of social functioning (i.e., categories of behaviors underlying social functioning), including social motivation, social anxiety, social cognition, and social skills, have not all been assessed together in any sample of adults with ASD, making it difficult to know the relative levels of impairment in these various categories, the relationships among these categories, or promising targets for treatments. We hypothesized there would be significant correlations among measures within the same category, but fewer correlations of measures between categories, indicating the heterogeneity of impairments in adults with ASD. Twenty-nine adults with ASD without co-occurring intellectual disability completed multiple assessments measuring social motivation, social anxiety, social cognition, and social skills, as well as measures of overall ASD symptom levels and community functioning. Results revealed significant positive correlations among measures within most categories; positive correlations between measures of social motivation and all other categories, except for social cognition; as well as positive cross-domain correlations between measures of anxiety and ASD phenotype; measures of social skills and community functioning; and measures of social skills and ASD phenotype. Further studies are warranted to determine causal relationships among these behavioral categories, across developmental stages. However, the lack of correlations between many categories suggests the potential importance of multidimensional treatments that target the particular components of social functioning most in need of improvement in individuals. Autism Res 2018, 11: 488-502. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The goal of this study was to measure behaviors that contribute to social functioning difficulties in adults with ASD, with the ultimate goal of guiding treatment development. We found that motivation to interact with others was significantly related to social anxiety and social skill. Our results suggest that motivation may be important to target in treatment, and that treatments should be tailored to the areas most in need of improvement in each individual. En ligne : http://dx.doi.org/10.1002/aur.1910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online / Holly LONG ; Carrielynn O'REILLY in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.187-199 Titre : Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online Type de document : texte imprimé Auteurs : Holly LONG, Auteur ; Carrielynn O'REILLY, Auteur Article en page(s) : p.187-199 Langues : Anglais (eng) Mots-clés : high school  functional skills  independence  daily living  skills  special education  intellectual disability Index. décimale : PER Périodiques Résumé : Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined. En ligne : https://dx.doi.org/10.1177/10883576241230924 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online [texte imprimé] / Holly LONG, Auteur ; Carrielynn O'REILLY, Auteur . - p.187-199. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.187-199 Mots-clés : high school  functional skills  independence  daily living  skills  special education  intellectual disability Index. décimale : PER Périodiques Résumé : Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined. En ligne : https://dx.doi.org/10.1177/10883576241230924 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents / Ceymi DOENYAS in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3037-3053 Titre : The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents Type de document : texte imprimé Auteurs : Ceymi DOENYAS, Auteur Article en page(s) : p.3037-3053 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Social  Skills  Intervention  Support  Parent  Living  Coping  Stress Index. décimale : PER Périodiques Résumé : We propose an unprecedented intervention for individuals with autism spectrum disorder (ASD) and their parents: the social living complex. Unlike existing social skills interventions, peer-mediated interventions here are not limited to the school/experiment duration and setting. Whereas other supported living services house adults with ASD only, here children with ASD and their families live and interact with typically developing (TD) individuals. Another novelty is support groups for parents of children with ASD, who report feeling higher levels of stress than parents of TD children and children with other disabilities, feeling isolated, and not receiving social support. This complex will enable the practice and generalization of schooled skills in the lives of children with ASD and foster an accepting, autism-friendly community. En ligne : http://dx.doi.org/10.1007/s10803-016-2846-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents [texte imprimé] / Ceymi DOENYAS, Auteur . - p.3037-3053. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.3037-3053 Mots-clés : Autism spectrum disorder  ASD  Social  Skills  Intervention  Support  Parent  Living  Coping  Stress Index. décimale : PER Périodiques Résumé : We propose an unprecedented intervention for individuals with autism spectrum disorder (ASD) and their parents: the social living complex. Unlike existing social skills interventions, peer-mediated interventions here are not limited to the school/experiment duration and setting. Whereas other supported living services house adults with ASD only, here children with ASD and their families live and interact with typically developing (TD) individuals. Another novelty is support groups for parents of children with ASD, who report feeling higher levels of stress than parents of TD children and children with other disabilities, feeling isolated, and not receiving social support. This complex will enable the practice and generalization of schooled skills in the lives of children with ASD and foster an accepting, autism-friendly community. En ligne : http://dx.doi.org/10.1007/s10803-016-2846-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

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A Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders / Cassie Ann SHORT in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

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Teaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability / Kaori NEPO in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

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The Combined Effects of Social Script Training and Peer Buddies on Generalized Peer Interaction of Children With ASD in Inclusive Classrooms / Joel HUNDERT in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

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