Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

03-05-2021 | Original Paper

“I Met Someone Like Me!”: Autistic Adolescents and Their Parents’ Experience of the KONTAKT® Social Skills Group Training

Auteurs: Bahareh Afsharnejad, Marita Falkmer, Tanya Picen, Melissa H. Black, Tasha Alach, Anna Fridell, Cristina Coco, Kelly Milne, Jill Perry, Sven Bölte, Sonya Girdler

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2022

Abstract

This study captured the experiences of 35 autistic adolescents and their parents after completing a 16-session variant of social skills group training KONTAKT® (ACTRN12617001117303). Semi-structured interviews explored participants' and relatives' perceptions of KONTAKT® and associated social outcomes. Adolescents were classified as either high (HR, n = 23) or low (LR, n = 12) responders based on the primary outcome effects during the previous trial. Thematic analysis revealed that both HR and LR participants their parents were satisfied with KONTAKT®, noting consistent patterns of improvement in adolescents' social understanding, communication, relationships, and empowerment, although positive reports were more frequent among HR than LR groups. This study enhances the understanding of the impact of SSGT, which is key in improving their content, principles, and administration.

vorige artikel The Role of Acceptance in the Transition to Adulthood: A Multi-Informant Comparison of Practitioners, Families, and Youth with Autism

volgende artikel Cognitive and Electrophysiological Correlates of Working Memory Impairments in Neurofibromatosis Type 1

Alleen toegankelijk voor geautoriseerde gebruikers

Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. University of Vermont, Research Center for Children, Youth, and Families.

Afsharnejad, B., Falkmer, M., Black, M., Alach, T., Lenhard, F., Fridell, A., et al., (2020a). Social skills group training supports autistic adolescents in achieving their personally meaningful social goals: A randomised actively controlled trial of KONTAKT®. Manuscript submitted for publication.

Afsharnejad, B., Falkmer, M., Black, M., Alach, T., Lenhard, F., Fridell, A., et al. (2020). Cross-cultural adaptation to Australia of the KONTAKT® social skills group training program for youth with autism spectrum disorder: A feasibility study. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04477-5CrossRefPubMed

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders - 5th edition (DSM-5). American Psychiatric Publishing.CrossRef

Assarroudi, A., Heshmati Nabavi, F., Armat, M., Ebadi, A., & Vaismoradi, M. (2018). Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process. Journal of Research in Nursing, 23(1), 42–55. https://doi.org/10.1177/1744987117741667CrossRefPubMedPubMedCentral

Australian Institute of Health and Welfare. (2017). Autism in Australia. Retrieved April 26, 2020, from https://www.aihw.gov.au/reports/disability/autism-in-australia/contents/autism.

Bölte, S. (2014). The power of words: Is qualitative research as important as quantitative research in the study of autism? Autism, 18(2), 67–68. https://doi.org/10.1177/1362361313517367CrossRefPubMed

Bölte, S. (2018). Social färdighetsträning i grupp med fokus på kommunikation och social interaktion vid autismspektrumtillstånd enligt Frankfurtmodellen (KONTAKT). HOGFREFE.

Bölte, S., Schipper, E., Robison, J., Wong, V., Selb, M., Singhal, N., et al. (2014). Classification of Functioning and Impairment: The development of ICF core sets for autism spectrum disorder. Autism Research, 7(1), 167–172. https://doi.org/10.1002/aur.1335CrossRefPubMed

Buhrmester, D. (1998). Need fulfillment, interpersonal competence, and the developmental contexts of early adolescent friendship. In The company they keep: Friendship in childhood and adolescence. (pp. 158–185, Cambridge studies in social and emotional development.). New York, USA: Cambridge University Press.

Burns, D., & Spangler, D. (2000). Does psychotherapy homework lead to improvements in depression in cognitive–behavioral therapy or does improvement lead to increased homework compliance? Journal of consulting and clinical psychology, 68(1), 46–56CrossRefPubMed

Carter, E., Common, E., Sreckovic, M., Huber, H., Bottema-Beutel, K., Gustafson, J., et al. (2013). Promoting social competence and peer relationships for adolescents with Autism spectrum disorders. Remedial and Special Education, 35(2), 91–101. https://doi.org/10.1177/0741932513514618CrossRef

Choque Olsson, N., Flygare, O., Coco, C., Gorling, A., Rade, A., Chen, Q., et al. (2017). Social skills training for children and adolescents with Autism spectrum disorder: A randomised controlled trial. Journal of American Academy of Child and Adolescent Psychiatry, 56(7), 585–592. https://doi.org/10.1016/j.jaac.2017.05.001CrossRef

Choque Olsson, N., Rautio, D., Asztalos, J., Stoetzer, U., & Bölte, S. (2016). Social skills group training in high-functioning autism: A qualitative responder study. Autism, 20(8), 995–1010. https://doi.org/10.1177/1362361315621885CrossRefPubMed

Connor, A., Sung, C., Strain, A., Zeng, S., & Fabrizi, S. (2020). Building skills, confidence, and wellness: Psychosocial effects of soft skills training for young adults with Autism. Journal of Autism and Developmental Disorders, 50(6), 2064–2076. https://doi.org/10.1007/s10803-019-03962-wCrossRefPubMed

Constantino, J., & Gruber, C. (2005). Social responsiveness Scale (SRS). Western Psychological Services.

Craig, P., Dieppe, P., Macintyre, S., Michie, S., Nazareth, I., & Petticrew, M. (2008). Developing and evaluating complex interventions. Complex Interventons Guidance. Retrieved December 20, 2019, from https://mrc.ukri.org/documents/pdf/complex-interventions-guidance.

DaWalt, L., Usher, L., Greenberg, J., & Mailick, M. (2019). Friendships and social participation as markers of quality of life of adolescents and adults with fragile X syndrome and autism. Autism, 23(2), 383–393. https://doi.org/10.1177/1362361317709202CrossRefPubMed

Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1), 215824401452263. https://doi.org/10.1177/2158244014522633CrossRef

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.xCrossRefPubMed

Fakis, A., Hilliam, R., Stoneley, H., & Townend, M. (2013). Quantitative analysis of qualitative information from interviews: A systematic literature review. Journal of Mixed Methods Research, 8(2), 139–161. https://doi.org/10.1177/1558689813495111CrossRef

Fielding, N. (2012). Triangulation and mixed methods designs: Data integration with new research technologies. Journal of Mixed Methods Research, 6(2), 124–136. https://doi.org/10.1177/1558689812437101CrossRef

Galli, S. (2016). Toward precision medicine and health: Opportunities and challenges in allergic diseases. Journal of Allergy and Clinical Immunology, 137(5), 1289–1300. https://doi.org/10.1016/j.jaci.2016.03.006CrossRefPubMed

Gates, J., Kang, E., & Lerner, M. (2017). Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, 52, 164–168. https://doi.org/10.1016/j.cpr.2017.01.006CrossRefPubMedPubMedCentral

Graneheim, U., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001CrossRefPubMed

Green, W. (2007). Child and adolescent clinical psychopharmacology. (4th ed.). Lippincott Williams & Wilkins.

Grossman, R., Edelson, L., & Tager-Flusberg, H. (2013). Emotional facial and vocal expressions during story retelling by children and adolescents with high-functioning autism. Journal of Speech, Language and Hearing Research, 56(3), 1035–1044. https://doi.org/10.1044/1092-4388(2012/12-0067)CrossRef

Grotkamp, S., Cibis, W., Nüchtern, E., von Mittelstaedt, G., & Seger, W. (2012). Personal factors in the International Classification of Functioning, Disability and Health: Prospective evidence. The Australian Journal of Rehabilitation Counselling, 18(1), 1–24. https://doi.org/10.1017/jrc.2012.4CrossRef

Hall, L., & Smith, K. (1996). The generalisation of social skills by preferred peers with autism. Journal of Intellectual & Developmental Disability, 21(4), 313–330. https://doi.org/10.1080/13668259600033221CrossRef

Henninger, N., & Taylor, J. (2013). Outcomes in adults with autism spectrum disorders: A historical perspective. Autism: The International Journal of Research and Practice, 17(1), 103–116. https://doi.org/10.1177/1362361312441266CrossRef

Herbrecht, E., & Poustka, F. (2007). Frankfurt group social communication and interaction skills training for children and adolescents with autism spectrum disorders. [Empirical Study; Quantitative Study]. Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie, 35(1), 33–40. https://doi.org/10.1024/1422-4917.35.1.33CrossRefPubMed

Herbrecht, E., Poustka, F., Birnkammer, S., Duketis, E., Schlitt, S., Schmötzer, G., et al. (2009). Pilot evaluation of the Frankfurt Social Skills Training for children and adolescents with autism spectrum disorder. European Child & Adolescent Psychiatry, 18(6), 327–335. https://doi.org/10.1007/s00787-008-0734-4CrossRef

Hilton, C., Ratcliff, K., & Hong, I. (2019). Trajectory of leisure participation among children with Autism spectrum disorders from childhood through adolescence. American Journal of Occupational Therapy, 73, 7311520425. https://doi.org/10.5014/ajot.2019.73S1-PO3042CrossRef

Hsieh, H., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687CrossRefPubMed

Jonsson, U., Olsson, N., Coco, C., Görling, A., Flygare, O., Råde, A., et al. (2018). Long-term social skills group training for children and adolescents with autism spectrum disorder: A randomised controlled trial. European Child & Adolescent Psychiatry, 28(2), 189–201. https://doi.org/10.1007/s00787-018-1161-9CrossRef

Ke, F., Whalon, K., & Yun, J. (2017). Social skill interventions for youth and adults with autism spectrum disorder: A systematic review. Review of Educational Research, 88(1), 3–42. https://doi.org/10.3102/0034654317740334CrossRef

Kenny, L., Hattersley, C., Molins, B., Buckley, C., Povey, C., & Pellicano, E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism, 20(4), 442–462. https://doi.org/10.1177/1362361315588200CrossRefPubMed

Kiresuk, T., Smith, A., & Cardillo, J. (1994). Goal Attainment Scaling: Applications, theory, and measurement. Lawrence Erlbaum Associates Inc.

Koegel, L., & Koegel, R. (1995). Motivating communication in children with autism. In E. Schopler & G. B. Mesibov (Eds.), Learning and cognition in autism. (pp. 73–87). Springer.CrossRef

Koegel, L., Vernon, T., Koegel, R., Koegel, B., & Paullin, A. (2012). Improving social engagement and initiations between children with autism spectrum disorder and their peers in inclusive settings. Journal of Positive Behavior Interventions, 14(4), 220–227. https://doi.org/10.1177/1098300712437042CrossRefPubMedPubMedCentral

Lerner, M., McLeod, B., & Mikami, A. (2013). Preliminary evaluation of an observational measure of group cohesion for group psychotherapy. Journal of Clinical Psychology, 3, 191–208. https://doi.org/10.1002/jclp.21933CrossRef

Lerner, M., & Mikami, A. (2012). A preliminary randomised controlled trial of two social skills interventions for youth with high-functioning autism spectrum disorders. Focus on Autism & Other Developmental Disabilities, 27(3), 147–157. https://doi.org/10.1177/1088357612450613CrossRef

Lerner, M., White, S., & McPartland, J. (2012). Mechanisms of change in psychosocial interventions for autism spectrum disorders. Dialougues in Clinical Neuroscience, 14(3), 307–318CrossRef

Mackintosh, V., Goin-Kochel, R., & Myers, B. (2012). “What do you like/dislike about the treatments you’re currently using?”: A qualitative study of parents of children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(1), 51–60. https://doi.org/10.1177/1088357611423542CrossRef

Martz, E. (2004). A phylosophical perspective to confront disability stigmatisation and promote adaptation to disability. Journal of Loss & Trauma, 9(2), 139–158CrossRef

McMahon, C., Lerner, M., & Britton, N. (2013). Group-based social skills interventions for adolescents with higher-functioning autism spectrum disorder: A review and looking to the future. Adolescent Health, Medicine and therapeutics, 4, 23–38. https://doi.org/10.2147/AHMT.S25402CrossRefPubMedCentral

Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with Autism spectrum disorder. Journal of Autism and Developmental Disorders, 36(7), 911–919. https://doi.org/10.1007/s10803-006-0130-1CrossRefPubMed

National Disability Insurance Scheme. (2020). History of NDIS. Retrieved April 26, 2020, from https://www.ndis.gov.au/about-us/history-ndis.

Nichols, S., Moravcik, G., Tetenbaum, S., Willey, L., & Pulver-Tetenbaum, S. (2009). Girls growing up on the autism spectrum: What parents and professionals should know about the pre-teen and teenage years. Jessica Kingsley Publishers.

Onaolapo, A., & Onaolapo, O. (2017). Global data on Autism spectrum disorders prevalence: A review of facts, fallacies and limitations. Universal Journal of Clinical Medicine, 5(2), 14–23CrossRef

Ostmeyer, K., & Scarpa, A. (2012). Examining school-based social skills program needs and barriers for students with high-functioning autism spectrum disorders using participatory action research. Psychology in Schools, 49(10), 932–941. https://doi.org/10.1002/pits.21646CrossRef

Pellicano, E., Dinsmore, A., & Charman, T. (2014). What should autism research focus upon? Community views and priorities from the United Kingdom. Autism, 18(7), 756–770. https://doi.org/10.1177/1362361314529627CrossRefPubMedPubMedCentral

QSR International Pty Ltd. (2018). NVivo qualitative data analysis software. Version 12.

Wechsler, D. (2011). Wechsler Abbreviated Scale of Intelligence, second edition (WASI-II). NCS Pearson.

White, S., Ollendick, T., Albano, A., Oswald, D., Johnson, C. R., Southam-Gerow, M., et al. (2013). Randomised controlled trial: Multimodal anxiety and social skill intervention for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(2), 382–394. https://doi.org/10.1007/s10803-012-1577-xCrossRefPubMedPubMedCentral

Wolstencroft, J., Robinson, L., Srinivasan, R., Kerry, E., Mandy, W., & Skuse, D. (2018). A systematic review of group social skills interventions, and meta-analysis of outcomes, for children with high functioning ASD. Journal of Autism and Developmental Disorders, 48(7), 2293–2307. https://doi.org/10.1007/s10803-018-3485-1CrossRefPubMedPubMedCentral

Woodman, A., Smith, L., Greenberg, J., & Mailick, M. (2015). Change in autism symptoms and maladaptive behaviors in adolescence and adulthood: The role of positive family processes. Journal of Autism and Developmental Disorders, 45(1), 111–126. https://doi.org/10.1007/s10803-014-2199-2CrossRefPubMedPubMedCentral

World Health Organization. (2001). International classification of functioning, disability and health (ICF). World Health Organization.

Zimmerman, M. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23(5), 581–599. https://doi.org/10.1007/BF02506983CrossRefPubMed

Titel: “I Met Someone Like Me!”: Autistic Adolescents and Their Parents’ Experience of the KONTAKT® Social Skills Group Training
Auteurs: Bahareh Afsharnejad
Marita Falkmer
Tanya Picen
Melissa H. Black
Tasha Alach
Anna Fridell
Cristina Coco
Kelly Milne
Jill Perry
Sven Bölte
Sonya Girdler
Publicatiedatum: 03-05-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05045-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 4/2022

Parent Questionnaires in the Evaluation of Pre-School Children Referred for Neuropsychiatric Assessment

Translation, Cross-Cultural Adaptation, and Validation of a Dutch Version of the Actions and Feelings Questionnaire in Autistic and Neurotypical Adults

Intervention Services for Autistic Adults: An ASDEU Study of Autistic Adults, Carers, and Professionals’ Experiences

The Association of the Medicaid 1915(c) Home and Community-Based Services Waivers with Emergency Department Utilization among Youth with Autism Spectrum Disorder

Autistic Traits Moderate Reappraisal Success for Depression and Anxiety Symptoms

Differences Between Autistic and Non-Autistic Adults in the Recognition of Anger from Facial Motion Remain after Controlling for Alexithymia