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Gepubliceerd in: Journal of Autism and Developmental Disorders 9/2015

09-05-2015 | Original Paper

Improving the Social Skills of Children with HFASD: An Intervention Study

Auteurs: Cynthia Waugh, Joan Peskin

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2015

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Abstract

The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer’s mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and strategies, through the use of visual scaffolds in story format. Compared to two control groups, S.S.ToM participants demonstrated significantly greater gains on measures of Theory of Mind and social responsiveness. At a 3-month follow-up assessment, improvements appeared to have been maintained and continued gains were observed. These results provide support for the utility of a visually supported Theory of Mind and social skills intervention that may be delivered in community settings.
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Metagegevens
Titel
Improving the Social Skills of Children with HFASD: An Intervention Study
Auteurs
Cynthia Waugh
Joan Peskin
Publicatiedatum
09-05-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 9/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-015-2459-9