Swipe om te navigeren naar een ander artikel
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Recognizing that social functioning and mental health are linked to social participation and employment outcomes, this pilot study examined the preliminary outcomes of an eight-session, work-related social skills training program designed for young adults with high-functioning autism (HFASD). Results indicate statistically significant improvements in social cognition, social function, and social confidence. Furthermore, participants (n = 26) reported statistically significant reductions in anxiety, and a trend toward lessening depressive symptoms. These results suggest that: (1) social skills training is suitable for individuals with HFASD and clinically-significant levels of anxiety and/or depression, and (2) bolstered social functioning may have broader, cyclical impacts on social confidence, psychological wellness, and social and vocational participation in this population.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Psychiatric Association [APA]. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association. CrossRef
Caprara, G. V., & Steca, P. (2005). Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness. European Psychologist, 10(4), 275–286. https://doi.org/10.1027/1016-9040.10.4.275. CrossRef
Cassin, S., Sockalingam, S., Hawa, R., Wnuk, S., Royal, S., Taube-Schiff, M., & Okrainec, A. (2013). Psychometric properties of the Patient Health Questionnaire (PHQ-9) as a depression screening tool for bariatric surgery candidates. Psychosomatics, 54(4), 352–358. CrossRef
Chan, F., Bezyak, J., Ramirez, M. R., Chiu, C.-Y., Sung, C., & Fujikawa, M. (2010). Concepts, challenges barriers, and opportunities related to evidence-based practice in rehabilitation counseling. Rehabilitation Education, 24, 179–190. CrossRef
Chen, J. L., Leader, G., Sung, C., & Leahy, M. (2014). Trends in employment for individuals with autism spectrum disorder: A review of the research literature. Review Journal of Autism and Developmental Disorders, 2, 1–13.
Cloutier, H., Kurtz, A., May, J., & Hagner, D. (2014). Person-centered planning for transition aged youth with autism spectrum disorders. Journal of Rehabilitation, 80(1), 4–10.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155. CrossRef
Cone, J. D., & Foster, S. L. (2006). Dissertations and theses from start to finish: Psychology and related fields (2nd ed.). Washington, DC: American Psychological Association.
Connor, A. (2017). Beyond skills to pay the bills: Effects of a vocational social skills intervention on psychosocial functioning among young adults with autism. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database (UMI No. 10277019).
Constantino, J. N., & Gruber, C. P. (2012). Social Responsiveness Scale–Second Edition (SRS-2). Torrance, CA: Western Psychological Services.
Constantino, J. N., LaVesser, P. D., Zhang, Y., Abbacchi, A. M., Gray, T., & Todd, R. D. (2007). Rapid quantitative assessment of autistic social impairment by classroom teachers. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 1668–1676. CrossRef
Corey, G. (2015). Theory & practice of group counseling (9th ed.). Boston, MA: Cengage Learning.
Davis, C. S. (2002). Statistical methods for the analysis of repeated measurements. New York: Springer.
Di Giunta, L., Eisenberg, N., Kupfer, A., Steca, P., Tramontano, C., & Caprara, G. V. (2010). Assessing perceived empathic and social self-efficacy across countries. European Journal of Psychological Assessment, 26(2), 77–86. CrossRef
Durlak, J. A. (2009). How to select, calculate, and interpret effect sizes. Journal of Pediatric Psychology, 34 9, 917–928. CrossRef
Gantman, A., Kapp, S. K., Orenski, K., & Laugeson, E. A. (2012). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 42(6), 1094–1103. https://doi.org/10.1007/s10803-011-1350-6. CrossRefPubMed
Hillier, A. J., Fish, T., Siegel, J. H., & Beversdorf, D. Q. (2011). Social and vocational skills training reduces self-reported anxiety and depression among young adults on the autism spectrum. Journal of Developmental and Physical Disabilities, 23(3), 267–276. https://doi.org/10.1007/s10882-011-9226-4. CrossRef
Hudson, C. C., Hall, L., & Harkness, K. L. (2018). Prevalence of depressive disorders in individuals with autism spectrum disorder: A meta-analysis. Journal of Abnormal Child Psychology, 1–11.
Hume, K., Dykstra Steinbrenner, J., Sideris, J., Smith, L., Kucharczyk, S., & Szidon, K. (2018). Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder. Autism, 22(1), 40–50. https://doi.org/10.1177/1362361317722029. CrossRefPubMed
Interagency Autism Coordinating Committee. (2017). IACC strategic plan for autism spectrum disorder (ASD) research—2013 update. 2014. Retrieved from the US Department of Health and Human Services Interagency Autism Coordinating Committee website: http://iacc.hhs.gov/strategic-plan/2013/index.shtml.
Joshi, G., Wozniak, J., Petty, C., Martelon, M. K., Fried, R., Bolfek, A., … Caruso, J. (2013). Psychiatric comorbidity and functioning in a clinically referred population of adults with autism spectrum disorders: A comparative study. Journal of Autism and Developmental Disorders, 43(6), 1314–1325. https://doi.org/10.1007/s10803-012-1679-5. CrossRefPubMed
Kang, P. (2013). Locally linear reconstruction based missing value imputation for supervised learning. Neurocomputing, 118, 65–78. CrossRef
Kroenke, K., Spitzer, R. L., & Williams, J. B. (2000). A new measure of depression severity: The PHQ-9. Journal of General Internal Medicine, 15, 78.
Laugeson, E., Gantman, A., Kapp, S., Orenski, K., & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS® program. Journal of Autism and Developmental Disorders, 45(12), 3978–3989. https://doi.org/10.1007/s10803-015-2504-8. CrossRefPubMed
Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS Program. Journal of Autism and Developmental Disorders, 42(6), 1025–1036. https://doi.org/10.1007/s10803-011-1339-1. CrossRefPubMed
Laugeson, E. A., & Park, M. N. (2014). Using a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges: The PEERS method. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 32(1), 84–97. https://doi.org/10.1007/s10942-014-0181-8. CrossRef
Lent, R. W., & Brown, S. D. (1996). Social cognitive approach to career development: An overview. The Career Development Quarterly, 44(4), 310–321. CrossRef
Lerner, M. D., & Mikami, A. Y. (2012). A preliminary randomized controlled trial of two social skills interventions for youth with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(3), 147–157. https://doi.org/10.1177/1088357612450613. CrossRef
Lever, A. G., & Geurts, H. M. (2016). Psychiatric co-occurring symptoms and disorders in young, middle-aged, and older adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(6), 1916–1930. CrossRef
Lopata, C., Thomeer, M. L., Volker, M. A., Lee, G. K., Smith, T. H., Smith, R. A., … Toomey, J. A. (2012). Feasibility and initial efficacy of a comprehensive school-based intervention for high-functioning autism spectrum disorders. Psychology in the Schools, 49, 963–974. https://doi.org/10.1002/pits.21649. CrossRef
Lopata, C., Thomeer, M. L., Volker, M. A., Nida, R. E., & Lee, G. K. (2008). Effectiveness of a manualized summer social treatment program for high functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(5), 890–904. https://doi.org/10.1007/s10803-007-0460-7. CrossRefPubMed
Matthews, N. L., Orr, B. C., Warriner, K., DeCarlo, M., Sorensen, M., Laflin, J., & Smith, C. J. (2018). Exploring the effectiveness of a peer-mediated model of the PEERS curriculum: A pilot randomized control trial. Journal of Autism and Developmental Disorders, 48(7), 2458–2475. https://doi.org/10.1007/S10803-018-3504-2. CrossRefPubMed
Moe, K. O., & Zeiss, A. M. (1982). Measuring self-efficacy expectations for social skills: A methodological inquiry. Cognitive Therapy and Research, 6(2), 191–205. CrossRef
Müller, E., Schuler, A., Burton, B., & Yates, G. (2003). Meeting the vocational support needs of individuals with Asperger syndrome and other autism spectrum disabilities. Journal of Vocational Rehabilitation, 18, 163–175.
Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005. National Center for Special Education Research.
Office of Disability Employment Policy [ODEP]. (2012). Skills to pay the bills: Mastering soft skills for workplace success. Retrieved from https://www.dol.gov/odep/topics/youth/softskills/softskills.pdf.
Pritchard, J. (2013). The importance of soft skills in entry-level employment and postsecondary success: Perspectives from employers and community colleges. Seattle, WA: Seattle Jobs Initiative.
Remler, D. K., & Van Ryzin, G. G. (2011). Research methods in practice: Strategies for description and causation. Thousand Oaks, CA: SAGE.
Schrank, F. A., McGrew, K. S., & Woodcock, R. W. (2001). Technical abstract (Woodcock-Johnson III Assessment Service Bulletin No. 2). Itasca, IL: Riverside Publishing.
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy Scale. In J. Weinman, S. Wright & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35–37). Windsor: NFER-NELSON.
Segrin, C. (1996). The relationship between social skills deficits and psychosocial problems: A test of a vulnerability model. Communication Research, 23, 425–450. CrossRef
Segrin, C. (2000). Social skills deficits associated with depression. Clinical Psychology Review, 20, 379–403. CrossRef
Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129, 2011–2864. CrossRef
Spitzer, R. L., Kroenke, K., Williams, J. B., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. Archives of Internal Medicine, 166(10), 1092–1097. CrossRef
Taylor, J. L., & Seltzer, M. M. (2011). Employment and postsecondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41, 566–574. https://doi.org/10.1007/s10803-010-1070-3. CrossRefPubMedPubMedCentral
Tyrer, P., Nur, U., Crawford, M., Karlsen, S., MacLean, C., Rao, B., & Johnson, T. (2005). The Social Functioning Questionnaire: A rapid and robust measure of perceived functioning. International Journal of Social Psychiatry, 51(3), 265–275. https://doi.org/10.1177/0020764005057391. CrossRefPubMed
Vasa, R., Carroll, L., Nozzolillo, A., Mahajan, R., Mazurek, M., Bennett, A., … Bernal, M. (2014). A systematic review of treatments for anxiety in youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(12), 3215–3229. https://doi.org/10.1007/s10803-014-2184-9. CrossRefPubMed
Wechsler, D. (2011). Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II). San Antonio, TX: Pearson.
Wehman, P., Smith, M. D., & Schall, C. (2009). Autism and the transition to adulthood: Success beyond the classroom. Baltimore, MD: Brookes Publishing Company.
White, S. W., Simmons, G. L., Gotham, K. O., Conner, C. M., Smith, I. C., Beck, K. B., & Mazefsky, C. A. (2018). Psychosocial treatments targeting anxiety and depression in adolescents and adults on the autism spectrum: Review of the latest research and recommended future directions. Current Psychiatry Reports, 20(10), 82. https://doi.org/10.1007/s11920-018-0949-0. CrossRefPubMedPubMedCentral
Workforce Innovation and Opportunity Act of 2014. Retrieved from https://www.congress.gov/113/bills/hr803/BILLS-113hr803enr.pdf.
- Building Skills, Confidence, and Wellness: Psychosocial Effects of Soft Skills Training for Young Adults with Autism
- Springer US
Journal of Autism and Developmental Disorders
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432