Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

29-09-2015 | Original Paper

Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder

Auteurs: Blythe A. Corbett, Alexandra P. Key, Lydia Qualls, Stephanie Fecteau, Cassandra Newsom, Catherine Coke, Paul Yoder

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2016

Abstract

The efficacy of a peer-mediated, theatre-based intervention on social competence in participants with autism spectrum disorder (ASD) was tested. Thirty 8-to-14 year-olds with ASD were randomly assigned to the treatment (n = 17) or a wait-list control (n = 13) group. Immediately after treatment, group effects were seen on social ability, (d = .77), communication symptoms (d = −.86), group play with toys in the company of peers (d = .77), immediate memory of faces as measured by neuropsychological (d = .75) and ERP methods (d = .93), delayed memory for faces (d = .98), and theory of mind (d = .99). At the 2 month follow-up period, group effects were detected on communication symptoms (d = .82). The results of this pilot clinical trial provide initial support for the efficacy of the theatre-based intervention.

vorige artikel Self-Presentation and the Role of Perspective Taking and Social Motivation in Autism Spectrum Disorder

volgende artikel Nutritional Impact of a Gluten-Free Casein-Free Diet in Children with Autism Spectrum Disorder

Adolphs, R. (1999). Social cognition and the human brain. Trends in Cognitive Neuroscience, 3, 469–479.CrossRef

APA. (2013). Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5). Washinton, DC: American Psychiatric Association.

Arkush, L., Smith-Collins, A. P., Fiorentini, C., & Skuse, D. H. (2013). Recognition of face and non-face stimuli in autistic spectrum disorder. Autism Research. doi:10.1002/aur.1318.PubMed

Attwood, A., Frith, U., & Hermelin, B. (1988). The understanding and use of interpersonal gestures by autistic and Down’s syndrome children. Journal of Autism and Developmental Disorders, 18(2), 241–257.CrossRefPubMed

Banda, D. R., Copple, K. S., Koul, R. K., Sancibrian, S. L., & Bogschutz, R. J. (2010). Video modelling interventions to teach spontaneous requesting using AAC devices to individuals with autism: A preliminary investigation. Disability and Rehabilitation, 32(16), 1364–1372. doi:10.3109/09638280903551525.CrossRefPubMed

Baron-Cohen, S. (1995). Minblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37–46.CrossRefPubMed

Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685–701.CrossRefPubMed

Bauminger, N., & Shulman, C. (2003). The development and maintenance of friendship in high-functioning children with autism: Maternal perceptions. Autism, 7(1), 81–97.CrossRefPubMed

Beisler, J. M., & Tsai, L. Y. (1983). A pragmatic approach to increase expressive language skills in young autistic children. Journal of Autism and Developmental Disorders, 13(3), 287–303.CrossRefPubMed

Bland, J. M. (2004). Cluster randomised trials in the medical literature: Two bibliometric surveys. BMC Medical Research Methodology, 4, 21. doi:10.1186/1471-2288-4-21.PubMedCentralCrossRefPubMed

Bookheimer, S. Y., Wang, A. T., Scott, A., Sigman, M., & Dapretto, M. (2008). Frontal contributions to face processing differences in autism: Evidence from fMRI of inverted face processing. Journal of the International Neuropsychological Society, 14(6), 922–932. doi:10.1017/S135561770808140X.PubMedCentralCrossRefPubMed

Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22(3), 275–285. doi:10.1901/jaba.1989.22-275.PubMedCentralCrossRefPubMed

Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537–552.CrossRefPubMed

Chin, H. Y., & Bernard-Opitz, V. (2000). Teaching conversational skills to children with autism: Effect on the development of a theory of mind. Journal of Autism and Developmental Disorders, 30(6), 569–583.CrossRefPubMed

Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.CrossRefPubMed

Constantino, J. N., & Gruber, C. P. (2005). Social Responsiveness Scale. Los Angeles: Western Psychological Services.

Corbett, B. A. (2003). Video modeling: A window into the world of autism. The Behavior Analyst Today, 4(3), 367–377.CrossRef

Corbett, B. A., & Abdullah, M. (2005). Video Modeling: Why does it work for children with autism? Journal of Early and Intensive Behavior Intervention, 2(1), 2–8.CrossRef

Corbett, B. A., Carmean, V., Ravizza, S., Wendelken, C., Henry, M. L., Carter, C., et al. (2009). A functional and structural study of emotion and face processing in children with autism. Psychiatry Research. doi:10.1016/j.pscychresns.2008.08.005.

Corbett, B. A., Gunther, J. R., Comins, D., Price, J., Ryan, N., Simon, D., et al. (2011). Brief report: Theatre as therapy for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(4), 505–511. doi:10.1007/s10803-010-1064-1.PubMedCentralCrossRefPubMed

Corbett, B. A., Newsom, C., Key, A. P., Qualls, L. R., & Edmiston, E. K. (2014a). Examining the relationship between face processing and social interaction behavior in children with and without autism spectrum disorder. Journal of Neurodevelopmental Disorders. doi:10.1186/1866-1955-6-35.PubMedCentralPubMed

Corbett, B. A., Schupp, C. W., Simon, D., Ryan, N., & Mendoza, S. (2010). Elevated cortisol during play is associated with age and social engagement in children with autism. Mol Autism, 1(1), 13. doi:10.1186/2040-2392-1-13.PubMedCentralCrossRefPubMed

Corbett, B. A., Swain, D. M., Coke, C., Simon, D., Newsom, C., Houchins-Juarez, N., et al. (2014b). Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention. Autism Research, 7, 4–16. doi:10.1002/aur.1341.PubMedCentralCrossRefPubMed

Corbett, B. A., Swain, D. M., Newsom, C., Wang, L., Song, Y., & Edgerton, D. (2014c). Biobehavioral profiles of arousal and social motivation in autism spectrum disorders. Journal of Child Psychology and Psychiatry, 55(8), 924–934. doi:10.1111/jcpp.12184.PubMedCentralCrossRefPubMed

Curran, T., & Cleary, A. M. (2003). Using ERPs to dissociate recollection from familiarity in picture recognition. Brain Research. Cognitive Brain Research, 15(2), 191–205.CrossRefPubMed

Curran, T., & Hancock, J. (2007). The FN400 indexes familiarity-based recognition of faces. Neuroimage, 36(2), 464–471. doi:10.1016/j.neuroimage.2006.12.016.PubMedCentralCrossRefPubMed

DiSalvo, C., & Oswald, D. (2002). Peer-mediated interventions to increase the social interaction of children with autism: Consideration of peer expectancies. Focus on Autism & Other Developmental Disabilities, 17(4), 198–207.CrossRef

Egel, A. L., Richman, G. S., & Koegel, R. L. (1981). Normal peer models and autistic children’s learning. Journal of Applied Behavior Analysis, 14(1), 3–12. doi:10.1901/jaba.1981.14-3.PubMedCentralCrossRefPubMed

Elliot, S. N., & Gresham, F. M. (1987). Children’s social skills: Assessment and classification practices. Journal of Counseling and Development, 66, 96–99.CrossRef

Elsabbagh, M., Volein, A., Csibra, G., Holmboe, K., Garwood, H., Tucker, L., et al. (2009). Neural correlates of eye gaze processing in the infant broader autism phenotype. Biological Psychiatry, 65(1), 31–38. doi:10.1016/j.biopsych.2008.09.034.CrossRefPubMed

Eussen, M. L., Louwerse, A., Herba, C. M., Van Gool, A. R., Verheij, F., Verhulst, F. C., et al. (2015). Childhood facial recognition predicts adolescent symptom severity in autism spectrum disorder. Autism Research. doi:10.1002/aur.1443.

Fisher, N., & Happe, F. (2005). A training study of theory of mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 757–771. doi:10.1007/s10803-005-0022-9.CrossRefPubMed

Frith, U., & Frith, C. D. (2003). Development and neurophysiology of mentalizing. Philosophical Transactions of the Royal Society of London, Series B, Biological Sciences, 358(1431), 459–473. doi:10.1098/rstb.2002.1218.CrossRef

Goldstein, T. R. (2011). Correlations among social-cognitive skills in adolescents involved in acting or arts classes. Mind, Brain & Education, 5, 97–103.CrossRef

Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25(2), 265–280. doi:10.1901/jaba.1992.25-265.PubMedCentralCrossRefPubMed

Gzesh, S. M., & Surber, C. F. (1985). Visual perspective-taking skills in children. Child Development, 56(5), 1204–1213.CrossRefPubMed

Hadjikhani, N., Joseph, R. M., Snyder, J., Chabris, C. F., Clark, J., Steele, S., et al. (2004). Activation of the fusiform gyrus when individuals with autism spectrum disorder view faces. Neuroimage, 22(3), 1141–1150.CrossRefPubMed

Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1997). Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism and Developmental Disorders, 27(5), 519–537.CrossRefPubMed

Happe, F., & Frith, U. (1995). Theory of mind in autism. New York: Plenum Press.CrossRef

Haring, T. G., Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20(1), 89–96. doi:10.1901/jaba.1987.20-89.PubMedCentralCrossRefPubMed

Harrison, P. L., & Oakland, T. (2000). Adaptive behavior assessment system. San Antonio, TX: Psychological Corporation.

Hauck, M., Fein, D., Maltby, N., Waterhouse, L., & Feinstein, C. (1998). Memory for faces in children with autism. Neuropsychology, 4, 187–198.

Hileman, C. M., Henderson, H., Mundy, P., Newell, L., & Jaime, M. (2011). Developmental and individual differences on the P1 and N170 ERP components in children with and without autism. Developmental Neuropsychology, 36(2), 214–236. doi:10.1080/87565641.2010.549870.PubMedCentralCrossRefPubMed

Hirstein, W., Iversen, P., & Ramachandran, V. S. (2001). Autonomic responses of autistic children to people and objects. Proceedings of the Royal Society of London, Series B: Biological Sciences, 268(1479), 1883–1888.CrossRef

Jemel, B., Mottron, L., & Dawson, M. (2006). Impaired face processing in autism: Fact or artifact? Journal of Autism and Developmental Disorders, 36(1), 91–106. doi:10.1007/s10803-005-0050-5.CrossRefPubMed

Jones, J., Lerman, D. C., & Lechago, S. (2014). Assessing stimulus control and promoting generalization via video modeling when teaching social responses to children with autism. Journal of Applied Behavior Analysis, 47(1), 37–50. doi:10.1002/jaba.81.CrossRefPubMed

Kamps, D., Leonard, B., Vernon, S., Dugan, E., Delquadri, J., Gershon, B., et al. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25, 281–288.PubMedCentralCrossRefPubMed

Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250.

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. doi:10.1111/j.1469-7610.2011.02493.x.PubMedCentralCrossRefPubMed

Kennedy, D. P., & Adolphs, R. (2012). The social brain in psychiatric and neurological disorders. Trends in Cognitive Sciences, 16(11), 559–572. doi:10.1016/j.tics.2012.09.006.PubMedCentralCrossRefPubMed

Key, A. P., & Corbett, B. A. (2014). ERP responses to face repetition during passive viewing: A nonverbal measure of social motivation in children with autism and typical development. Dev Neuropsychol, 39(6), 474–495. doi:10.1080/87565641.2014.940620.PubMedCentralCrossRefPubMed

Key, A. P., & Stone, W. L. (2012). Processing of novel and familiar faces in infants at average and high risk for autism. Developmental Cognitive Neuroscience, 2(2), 244–255. doi:10.1016/j.dcn.2011.12.003.CrossRefPubMed

Klin, A., Sparrow, S. S., de Bildt, A., Cicchetti, D. V., Cohen, D. J., & Volkmar, F. R. (1999). A normed study of face recognition in autism and related disorders. Journal of Autism and Developmental Disorders, 29(6), 499–508.CrossRefPubMed

Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY (2nd ed.). San Antonio, TX: Harcourt Assessment.

Lang, R., Kuriakose, S., Lyons, G., Mulloy, A., Boutot, A., Britt, C., et al. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5(4), 1296–1305. doi:10.1016/j.rasd.2011.02.012.CrossRef

Langdell, T. (1978). Recognition of faces: An approach to the study of autism. Journal of Child Psychology and Psychiatry, 19(3), 255–268.CrossRefPubMed

Langner, O., Dotsch, R., Bijlstra, G., Wigboldus, D., Hawk, S., & van Knippenberg, A. (2010). Presentation and validation of the Radboud Faces Database. Cognition and Emotion, 24(8), 1377–1388.CrossRef

LeBlanc, L. A., Coates, A. M., Daneshvar, S., Charlop-Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36(2), 253–257. doi:10.1901/jaba.2003.36-253.PubMedCentralCrossRefPubMed

Lerner, M. D., Mikami, A. Y., & Levine, K. (2011). Socio-dramatic affective-relational intervention for adolescents with asperger syndrome and high functioning autism: Pilot study. Autism, 15(1), 21–42. doi:10.1177/1362361309353613.CrossRefPubMed

Lopata, C., Volker, M. A., Putnam, S. K., Thomeer, M. L., & Nida, R. E. (2008). Effect of social familiarity on salivary cortisol and self-reports of social anxiety and stress in children with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(10), 1866–1877. doi:10.1007/s10803-008-0575-5.CrossRefPubMed

Lord, C., & MaGill-Evans, J. (1995). Peer interactions of children and adolescents. Development and Psychopathology, 7(4), 611–626.CrossRef

Lord, C., Risi, S., Lambrecht, L., Cook, E. H, Jr, Leventhal, B. L., DiLavore, P. C., et al. (2000). The autism diagnostic observation schedule-generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223.CrossRefPubMed

MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43–55. doi:10.1901/jaba.2009.42-43.PubMedCentralCrossRefPubMed

Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8, 106–118.CrossRef

McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351–372.CrossRefPubMed

McMahon, C. M., Vismara, L. A., & Solomon, M. (2013). Measuring changes in social behavior during a social skills intervention for higher-functioning children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(8), 1843–1856. doi:10.1007/s10803-012-1733-3.PubMedCentralCrossRefPubMed

McPartland, J., Dawson, G., Webb, S. J., Panagiotides, H., & Carver, L. J. (2004). Event-related brain potentials reveal anomalies in temporal processing of faces in autism spectrum disorder. Journal of Child Psychology and Psychiatry, 45(7), 1235–1245. doi:10.1111/j.1469-7610.2004.00318.x.CrossRefPubMed

Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37(4), 678–693. doi:10.1007/s10803-006-0195-x.CrossRefPubMed

Noldus. (2008). The observer XT (Vol. 10.5). Wageningen: Noldus Information Technology.

O’Connor, K., Hamm, J. P., & Kirk, I. J. (2007). Neurophysiological responses to face, facial regions and objects in adults with Asperger’s syndrome: An ERP investigation. International Journal of Psychophysiology, 63(3), 283–293. doi:10.1016/j.ijpsycho.2006.12.001.CrossRefPubMed

Odluyurt, S. (2013). A comparison of the effects of direct modeling and video modeling provided by peers to students with autism who are attending in rural play teaching in an inclusive setting. Kuram Ve Uygulamada Egitim Bilimleri, 13(1), 536–540.

Odom, S. L., & Strain, P. S. (1984). Peer-mediated approaches to promoting children’s social interaction: A review. American Journal of Orthopsychiatry, 54(4), 544–557.CrossRefPubMed

Ory, M. G., Jordan, P. J., & Bazzarre, T. (2002). The Behavior Change Consortium: Setting the stage for a new century of health behavior-change research. Health Education Research, 17(5), 500–511.CrossRefPubMed

Osterling, J. A., Dawson, G., & Munson, J. A. (2002). Early recognition of 1-year-old infants with autism spectrum disorder versus mental retardation. Development and Psychopathology, 14(2), 239–251.CrossRefPubMed

Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415–433.CrossRefPubMed

Picton, T. W., Bentin, S., Berg, P., Donchin, E., Hillyard, S. A., Johnson, R., et al. (2000). Guidelines for using human event-related potentials to study cognition: Recording standards and publication criteria. Psychophysiology, 37(2), 127–152.CrossRefPubMed

Prendeville, J. A., Prelock, P. A., & Unwin, G. (2006). Peer play interventions to support the social competence of children with autism spectrum disorders. Seminars in Speech and Language, 27(1), 32–46. doi:10.1055/s-2006-932437.CrossRefPubMed

Reed, C. L., Beall, P. M., Stone, V. E., Kopelioff, L., Pulham, D. J., & Hepburn, S. L. (2007). Brief report: perception of body posture—What individuals with autism spectrum disorder might be missing. Journal of Autism and Developmental Disorders, 37(8), 1576–1584.CrossRefPubMed

Schupp, C. W., Simon, D., & Corbett, B. A. (2013). Cortisol responsivity differences in children with autism spectrum disorders during free and cooperative play. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-013-1790-2.PubMedCentralPubMed

Webb, S. J., Jones, E. J., Merkle, K., Namkung, J., Toth, K., Greenson, J., et al. (2010). Toddlers with elevated autism symptoms show slowed habituation to faces. Child Neuropsychology, 16(3), 255–278. doi:10.1080/09297041003601454.PubMedCentralCrossRefPubMed

Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, P. S. (2004). Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilties, 19(1), 53–62.CrossRef

Wechsler, D. (1999). Wechsler Abbreviated Scale of Intelligence. San Antonio, TX: Psychological Corporation.

Weigelt, S., Koldewyn, K., & Kanwisher, N. (2012). Face identity recognition in autism spectrum disorders: A review of behavioral studies. Neuroscience and Biobehavioral Reviews, 36(3), 1060–1084. doi:10.1016/j.neubiorev.2011.12.008.CrossRefPubMed

Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., & McCandliss, B. D. (2014). Mise en place: Setting the stage for thought and action. Trends in Cognitive Sciences, 18(6), 276–278. doi:10.1016/j.tics.2014.02.012.CrossRefPubMed

Williams, T. I. (1989). A social skills group for autistic children. Journal of Autism and Developmental Disorders, 19(1), 143–155.CrossRefPubMed

Titel: Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder
Auteurs: Blythe A. Corbett
Alexandra P. Key
Lydia Qualls
Stephanie Fecteau
Cassandra Newsom
Catherine Coke
Paul Yoder
Publicatiedatum: 29-09-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 2/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-015-2600-9

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2016

Parental Awareness of Sexual Experience in Adolescent Boys With Autism Spectrum Disorder

Autism Spectrum Disorder Risk in Relation to Maternal Mid-Pregnancy Serum Hormone and Protein Markers from Prenatal Screening in California

Brief Report: Recruitment and Retention of Minority Children for Autism Research

Sex Differences in Internalizing Problems During Adolescence in Autism Spectrum Disorder

Randomized, Controlled Trial of a Comprehensive Program for Young Students with Autism Spectrum Disorder

‘What Brings Him Here Today?’: Medical Problem Presentation Involving Children with Autism Spectrum Disorders and Typically Developing Children