Swipe om te navigeren naar een ander artikel
Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children’s ability to interact cooperatively with peers during structured and non-structured social situations. Direct (e.g., social problem solving) and indirect (theory of mind; executive function) treatment effects on social cognitive capabilities were also examined. Participants were 26 preadolescent HF children with ASD. Study results demonstrated direct and indirect treatment effects on social cognition and mixed results regarding children’s social interaction capabilities. Although children’s cooperative capabilities within the intervention group improved, dyadic, and group social interactions during school recess did not. Discussion focused on the utility of such group-intervention in increasing social functioning.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: Text revision (4th ed., revised). Washington, DC: Author.
Attwood, T. (2003). Frameworks for behavioral interventions. Child and Adolescent Psychiatric Clinics, 12, 65–86. CrossRef
Bauminger, N. (in press). Individual-centered multimodal social cognitive-behavioral-ecological intervention for high functioning children with ASD. Journal of Autism and Developmental Disorder.
Bauminger, N., Schorr-Edelsztein, H., & Morash, J. (2005). Social information processing and emotional understanding in children with learning disabilities. Journal of Learning Disabilities, 38, 45—61. PubMed
Bronfenbrenner, U. (1979). The ecology of human development: Experiment in nature and design. Cambridge, MA: Harvard University Press.
Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Annals of child development. Six theories of child development: Revised formulations and current issues (pp. 178–249). London: Jessica Kingsley.
Delis, D. C., Kaplan, E., & Kramer, J. H. (2001). Delis-Kaplan executive function system (D-KEF). USA: Psychological Corporation/Harcourt.
Gray, C. A. (1998). Social stories and comic strip conversations with students with Asperger syndrome and high-functioning autism. In E. Schopler, G. Mesibov, & L. Kunce (Eds.), Asperger syndrome or high-functioning autism (pp. 167–199). New York: Plenum Press.
Hart, K. J., & Morgan, J. R. (1993). Cognitive behavioral therapy with children: historical context and current status. In A. J. Finch, W. M. Nelson, & E. S. Ott (Eds.), Cognitive behavior procedures with children and adolescents: A practical guide. Boston: Allyn Bacon.
Klin, A., & Volkmar, F. R. (2000). Treatment and intervention guidelines for individuals with Asperger syndrome. In A. Klin, F. R. Volkmar, & S. S. Sparrow (Eds.), Asperger syndrome (pp. 340–366). New York: Guilford Press.
Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics, 12, 107–122. CrossRef
Lochman, J. E., & Lampron, L. B. (1986). Situational social problem solving skills and self-esteem of aggressive and nonaggressive boys. Journal of Abnormal Psychology, 14, 605–661.
Lord, C., Rutter, M., & LeCouteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 19, 185–212. CrossRef
Paul, P. (2003). Promoting social communication in high functioning individuals with autistics spectrum disorders. Child and Adolescent Psychiatric Clinics, 12, 87–106. CrossRef
Ronen, T. (1998). Linking development and emotional elements into child and family cognitive-behavioral therapy. In P. Graham (Ed.), Cognitive-behavior therapy for children and families (pp. 1–17). New York: Cambridge University Press.
Spence, S. H. (2003). Social skills training with children and young people: Theory, evidence and practice. Child and Adolescent Mental Health, 8, 84–96. CrossRef
Travis, L. L., & Sigman, M. (1998). Social deficit and interpersonal relationship in autism. Mental Retardation and Developmental Disabilities, 4, 65–72. CrossRef
- Brief Report: Group Social-Multimodal Intervention for HFASD
- Springer US