Skip to main content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Research on Child and Adolescent Psychopathology 9/2022

20-04-2022

Secret Agent Society: A Randomized Controlled Trial of a Transdiagnostic Youth Social Skills Group Treatment

Auteurs: Andrea B. Temkin, Renae Beaumont, Katarzyna Wkya, Jo R. Hariton, Barabra L. Flye, Elisabeth Sheridan, Amy Miranda, Jamie Vela, Elaina Zendegui, Jennifer Schild, Shannon Gasparro, Daphne Loubriel, Andreas Damianides, Julia Weisman, Alexandra Silvestre, Mina Yadegar, Corinne Catarozoli, Shannon M. Bennett

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 9/2022

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Group programs are key for targeting social skills (SS) for children with developmental disorders and/or mental illness. Despite promising evidence regarding efficacy of group treatments, there are several limitations to current research regarding generalizability and effectiveness across diagnoses. This randomized control trial assessed whether the Secret Agent Society (SAS) group program was superior to treatment as usual (TAU) in improving social-emotional functioning for children with Attention Deficit-Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and/or anxiety. Eighty-nine youth (8–12) with ADHD, ASD, and/or an anxiety disorder receiving treatment at hospital-based outpatient clinics were randomized to receive SAS (n = 47) or TAU (n = 42) over a three-month period, at which point TAU participants were offered the SAS intervention. Parent report showed significant improvement in Emotion Regulation (ER) and Social Skills (SS) for youth in SAS vs. TAU (Fs ≥ 6.79, ps ≤ 01). Gains for the SAS condition were maintained at 6-months. Intent-to-treat analysis of teacher report indicated youth in SAS had positive gains in SS (F = 0.41, p = 0.475) and ER (F = 0.99, p = 0.322), though not significantly better than youth in TAU. Clinically reliable improvement rates were significantly higher for SAS participants than TAU for parent and teacher reported SS and ER. Improvements were significant for youth with single and comorbid diagnoses. Results suggest that SAS was superior to TAU in improving SS and ER for youth aged 8–12 with ADHD, ASD, and/or anxiety. Gains maintained in the medium-term. Trial registration number NCT02574273, registered 10/12/2015.
Literatuur
go back to reference American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders: DSM-IV-TR. American Psychiatric Association. American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders: DSM-IV-TR. American Psychiatric Association.
go back to reference American Psychiatric Association. (2013). Neurodevelopmental Disorders. In  Diagnostic and statistical manual of mental disorders (DSM-5 ® ). American Psychiatric Pub. American Psychiatric Association. (2013). Neurodevelopmental Disorders. In  Diagnostic and statistical manual of mental disorders (DSM-5 ® ). American Psychiatric Pub.
go back to reference Beaumont, R. (2010). Secret Agent Society: Solving the mystery of social encounters—facilitator manual.  Brisbane, Australia: The Social Skills Training Institute. Beaumont, R. (2010). Secret Agent Society: Solving the mystery of social encounters—facilitator manual.  Brisbane, Australia: The Social Skills Training Institute.
go back to reference Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with asperger syndrome and high functioning autism. Research in Autism Spectrum Disorders, 5(1), 70–78. CrossRef Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with asperger syndrome and high functioning autism. Research in Autism Spectrum Disorders, 5(1), 70–78. CrossRef
go back to reference Fabes, R. A., Martin, C. L., & Hanish, L. D. (2009). Children’s behaviors and interactions with peers. In Handbook of peer interactions, relationships, and groups, 45–62. New York: Guilford Press. Fabes, R. A., Martin, C. L., & Hanish, L. D. (2009). Children’s behaviors and interactions with peers. In Handbook of peer interactions, relationships, and groups, 45–62. New York: Guilford Press.
go back to reference Kessler, R. C., Avenevoli, S., Costello, E. J., Georgiades, K., Green, J. G., Gruber, M. J., He, J., Korestz, D., McLaughlin, K. A., Petukhova, M., Sampson, N. A., Zaslavsky, A. M., & Merikangas, K. R. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the National Comorbidity Survey Replication Adolescent Supplement. Archives of General Psychiatry, 69(4), 372–380. https://​doi.​org/​10.​1001/​archgenpsychiatr​y.​2011.​160 CrossRefPubMed Kessler, R. C., Avenevoli, S., Costello, E. J., Georgiades, K., Green, J. G., Gruber, M. J., He, J., Korestz, D., McLaughlin, K. A., Petukhova, M., Sampson, N. A., Zaslavsky, A. M., & Merikangas, K. R. (2012). Prevalence, persistence, and sociodemographic correlates of DSM-IV disorders in the National Comorbidity Survey Replication Adolescent Supplement. Archives of General Psychiatry, 69(4), 372–380. https://​doi.​org/​10.​1001/​archgenpsychiatr​y.​2011.​160 CrossRefPubMed
go back to reference Pelham, W. E., & Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. In K. D. Gadow & I. Bialer (Eds.), Advances in learning and behavioral disabilities (Vol. 1, pp. 365–436). JAI Press. Pelham, W. E., & Bender, M. E. (1982). Peer relationships in hyperactive children: Description and treatment. In K. D. Gadow & I. Bialer (Eds.), Advances in learning and behavioral disabilities (Vol. 1, pp. 365–436). JAI Press.
go back to reference Rutter, M., Le Couteur, A., & Lord, C. (2003). ADI-R.  Autism diagnostic interview revised. Manual. Los Angeles: Western Psychological Services. Rutter, M., Le Couteur, A., & Lord, C. (2003). ADI-R.  Autism diagnostic interview revised. Manual. Los Angeles: Western Psychological Services.
go back to reference Silverman, W. K., & Albano, A. M. (1996).  Anxiety disorders interview schedule for DSM-IV: Child version. Oxford University Press. Silverman, W. K., & Albano, A. M. (1996).  Anxiety disorders interview schedule for DSM-IV: Child version. Oxford University Press.
go back to reference Spence, S. H. (1995).  Social skills training: Enhancing social competence with children and adolescents. Nfer-Nelson. Spence, S. H. (1995).  Social skills training: Enhancing social competence with children and adolescents. Nfer-Nelson.
Metagegevens
Titel
Secret Agent Society: A Randomized Controlled Trial of a Transdiagnostic Youth Social Skills Group Treatment
Auteurs
Andrea B. Temkin
Renae Beaumont
Katarzyna Wkya
Jo R. Hariton
Barabra L. Flye
Elisabeth Sheridan
Amy Miranda
Jamie Vela
Elaina Zendegui
Jennifer Schild
Shannon Gasparro
Daphne Loubriel
Andreas Damianides
Julia Weisman
Alexandra Silvestre
Mina Yadegar
Corinne Catarozoli
Shannon M. Bennett
Publicatiedatum
20-04-2022
Uitgeverij
Springer US
Gepubliceerd in
Research on Child and Adolescent Psychopathology / Uitgave 9/2022
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI
https://doi.org/10.1007/s10802-022-00919-z

Andere artikelen Uitgave 9/2022

Research on Child and Adolescent Psychopathology 9/2022 Naar de uitgave