Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

21-11-2017 | Original Paper

A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder

Auteurs: Ty W. Vernon, Amber R. Miller, Jordan A. Ko, Amy C. Barrett, Elizabeth S. McGarry

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2018

Abstract

Adolescents with ASD face numerous personal and contextual barriers that impede the development of social motivation and core competencies, warranting the need for targeted intervention. A randomized controlled trial was conducted with 40 adolescents to evaluate the merits of a multi-component socialization intervention that places emphasis on experiential learning. This investigation evaluated the impact of the 20-week START program on the social functioning of adolescents with ASD. Significant Group × Time differences between START and waitlist control groups were found across multiple measures. Secondary analyses of the entire program cohort also yielded significant improvement trends across all measures. These findings may be an important step in identifying optimal strategies to target the complex factors limiting optimal social development in ASD.

vorige artikel School Discipline, Hospitalization, and Police Contact Overlap Among Individuals with Autism Spectrum Disorder

volgende artikel Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities

Alleen toegankelijk voor geautoriseerde gebruikers

Bellini, S., Peters, J. K., Brianner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162. https://doi.org/10.1177/07419325070280030401.CrossRef

Brown, B. B., & Klute, C. (2003). Friendships, cliques, and crowds. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 330–348). Malden, MA: Blackwell.

Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in Cognitive Sciences, 16(4), 231–239.CrossRefPubMedPubMedCentral

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

Dawson, G., Webb, S. J., & McPartland, J. (2005). Understanding the nature of face processing impairment in autism: Insights from behavioral and electrophysiological studies. Developmental Neuropsychology, 27(3), 403–424.CrossRefPubMed

DiCicco-Bloom, E., Lord, C., Zwaigenbaum, L., Courchesne, E., Dager, S. R., Schmitz, C., … Young, L. J. (2006). The developmental neurobiology of autism spectrum disorder. The Journal of Neuroscience, 26(26), 6897–6906.CrossRefPubMed

Englund, M. M., Levy, A. K., Hyson, D. M., & Sroufe, L. A. (2000). Adolescent social competence: Effectiveness in a group setting. Child Development, 71(4), 1049–1060.CrossRefPubMed

Furr, R., & Funder, D. (2007). Behavioral Observation. In Handbook of research methods in personality psychology (pp. 273–291). New York: The Guilford Press.

Graber, R., Turner, R., & Madill, A. (2015). Best friends and better coping: Facilitating psychological resilience through boys’ and girls’ closest friendships. British Journal of Psychology, 107(2), 338–358.CrossRefPubMed

Gresham, F. M., & Elliott, S. N. (2008). Social Skills Improvement System (SSIS) rating scales. Minneapolis, MN: Pearson.

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Lepore, S. J., Kiely, M. C., Bempechat, J., & London, P. (1989). Children's perceptions of social ability: Social cognitions and behavioral outcomes in the face of social rejection. Child Study Journal, 19(4), 259–271.

Lerner, M. D., Calhoun, C. D., Mikami, A. Y., & De, L. R. (2012). Understanding parent–child social informant discrepancy in youth with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(12), 2680–2692. https://doi.org/10.1007/s10803-012-1525-9.CrossRefPubMed

Lerner, R. M. (1985). Adolescent maturational changes and psychosocial development: A dynamic interactional perspective. Journal of Youth and Adolescence, 14(4), 355–372.CrossRefPubMed

Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10(2), 74–81.CrossRef

Lynch, A. D., Lerner, R. M., & Leventhal, T. (2013). Adolescent academic achievement and school engagement: An examination of the role of school-wide peer culture. Journal of Youth and Adolescence, 42, 6–19. https://doi.org/10.1007/s10964-012-9833-0.CrossRefPubMed

Mazurek, M. O. (2013). Loneliness, friendship, and well-being in adults with autism spectrum disorders. Autism: The International Journal of Research and Practice.

McMahon, C. M., & Solomon, M. (2015). Brief Report: Parent-adolescent informant discrepancies of social skill importance and social skill engagement for higher-functioning adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(10), 3396–3403.CrossRefPubMedPubMedCentral

Miller, A. R., Vernon, T. W., Wu, V., & Russo, K. (2014) Social skill group interventions for adolescents with autism spectrum disorders: A systematic review. Review Journal of Autism and Developmental Disorders, 1, 254–265.CrossRef

Moskowitz, D. S. (1986). Comparison of self-reports, reports by knowledgeable informants, and behavioral observation data. Journal of Personality, 54(1), 294–317.CrossRef

Orsmond, G. I., Krauss, M. W., & Seltzer, M. M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of autism and Developmental Disorders, 34(3), 245–256.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

Park, N. (2004). The role of subjective well-being in positive youth development. The Annals of the American Academy of Political and Social Science, 591(1), 25–39.CrossRef

Schmidt, C., Stichter, J. P., Lierheimer, K., McGhee, S., & O’Connor, K. V. (2011). An initial investigation of the generalization of a school-based social competence intervention for youth with high-functioning autism. Autism Research and Treatment. https://doi.org/10.1155/2011/589539.PubMedPubMedCentral

Solomon, M., Goodlin-Jones, B. L., & Anders, T. F. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34, 649–668. https://doi.org/10.1007/s10803-004-5286-y.CrossRefPubMed

Vernon, T. W., Miller, A. R., Ko, J. A. & Wu, V. (2016). Social Tools And Rules for Teens (The START program): Program description and preliminary outcomes of a multi-component socialization intervention for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(5), 1806–1823. CrossRefPubMed

Wagner, M., Cadwallader, T. W., Garza, N., & Cameto, R. (2004). Social activities of youth with disabilities. National Longitudinal Transition Study 2 Data Brief, 3, 1–4.

Watkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45(4), 1070–1083.CrossRefPubMed

Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, W. P. (2004). Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(1), 53–62. https://doi.org/10.1177/10883576040190010701.CrossRef

White, S. W., Koenig, K., & Scahill, L. (2010). Group social skills instruction for adolescents with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(4), 209–219. https://doi.org/10.1177/1088357610380595.CrossRef

Titel: A Randomized Controlled Trial of the Social Tools And Rules for Teens (START) Program: An Immersive Socialization Intervention for Adolescents with Autism Spectrum Disorder
Auteurs: Ty W. Vernon
Amber R. Miller
Jordan A. Ko
Amy C. Barrett
Elizabeth S. McGarry
Publicatiedatum: 21-11-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 3/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-017-3380-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 3/2018

Priorities for Advancing Research on Youth with Autism Spectrum Disorder and Co-occurring Anxiety

Anxiety in Williams Syndrome: The Role of Social Behaviour, Executive Functions and Change Over Time

Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma

Parent Perceptions of Psychosocial Outcomes of Equine-Assisted Interventions for Children with Autism Spectrum Disorder

Functional but Inefficient Kinesthetic Motor Imagery in Adolescents with Autism Spectrum Disorder

Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS)