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Journal of Autism and Developmental Disorders

Gepubliceerd in:

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

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.

vorige artikel Investigation of Individual Factors Associated with Anxiety in Youth with Autism Spectrum Disorders

volgende artikel Activity Participation and Sensory Features Among Children with Autism Spectrum Disorders

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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

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Psychological Well-Being of Mothers and Siblings in Families of Girls and Women with Rett Syndrome

Are Autistic Traits in the General Population Related to Global and Regional Brain Differences?

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

Brief Report: The Association of Autistic Traits and Behavioural Patterns in Adolescents Receiving Special Educational Assistance