Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Factors Influencing the Research Participation ...

volgende artikel Change in the Behavioral Phenotype of Adolescen...

Tip

Swipe om te navigeren naar een ander artikel

09-02-2016 | Original Paper | Uitgave 5/2016

Social Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 5/2016

Auteurs:: Ty W. Vernon, Amber R. Miller, Jordan A. Ko, Victoria L. Wu

» Toegang tot de volledige tekst krijgen

Abstract

Experiential learning is an essential process in the development of core social competencies. Unfortunately, adolescents with autism spectrum disorders often do not possess the prerequisite skillset and motivation to sustain the level of social immersion needed to benefit from this learning process. These persisting social vulnerabilities can limit their long-term relational success and associated quality of life, creating a need for comprehensive social programming. This paper describes a multi-component socialization intervention that simultaneously targets motivational, conceptual, and skill deficits using a hybrid experiential/didactic treatment approach. Evidence of social competence improvements was noted in survey and live conversational measures, indicating that the START program may hold promise as a method for improving the social success of participating adolescents with ASD.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington, DC: American Psychiatric Association. CrossRef

Baker, A. C., Jensen, P. J., & Kolb, D. A. (2002). Conversational learning: An experiential approach to knowledge creation. Portsmouth, NH: Greenwood Publishing Group.

Barlow, M. D., Nock, M., & Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior for change (No. Sirsi) i9780205474554).

Baron-Cohen, S. (1995). Theory of mind and face-processing: How do they interact in development and psychopathology? In Developmental psychopathology, Vol. 1: Theory and methods (pp. 343–356). Oxford: John Wiley & Sons.

Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283–298. doi: 10.1023/A:1016378718278. CrossRefPubMed

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456. doi: 10.1111/1467-8624.00156. CrossRefPubMed

Blair, R. J. R., Frith, U., Smith, N., Abell, F., & Cipolotti, L. (2002). Fractionation of visual memory: Agency detection and its impairment in autism. Neuropsychologia, 40(1), 108–118. CrossRefPubMed

Bolte, E. E., & Diehl, J. J. (2013). Measurement tools and target symptoms/skills used to assess treatment response for individuals with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2491–2501. CrossRefPubMed

Burleson, B. R., Applegate, J. L., Burke, J. A., Clark, R. A., Delia, J. G., & Kline, S. L. (1986). Communicative correlates of peer acceptance in childhood. Communication Education, 35(4), 349–361. CrossRef

Burt, D. B., Fuller, S. P., & Lewis, K. R. (1991). Brief report: Competitive employment of adults with autism. Journal of Autism and Developmental Disorders, 21(2), 237–242. doi: 10.1007/BF02284763. CrossRefPubMed

Camarena, P. M., & Sarigiani, P. A. (2009). Postsecondary educational aspirations of high-functioning adolescents with autism spectrum disorders and their parents. Focus of Autism and Other Developmental Disabilities, 24(2), 115–128. doi: 10.1177/1088357609332675. CrossRef

Carr, M. E., Moore, D. W., & Anderson, A. (2014). Self-management interventions on students with autism: A meta-analysis of single-subject research. Exceptional Children, 81(1), 28–44. CrossRef

Chamberlain, B., Karasi, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230–242. doi: 10.1007/s10803-006-0164-4. CrossRefPubMed

Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15(1), 12–20. doi: 10.1177/108835760001500102. CrossRef

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

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

Doggett, R. A., Krasno, A. M., Koegel, L. K., & Koegel, R. L. (2013). Acquisition of multiple questions in the context of social conversation in children with autism. Journal of Autism and Developmental Disorders,. doi: 10.1007/s10803-012-1749-8. PubMedPubMedCentral

Eaves, L. C., & Ho, H. H. (2008). Young adult outcome of autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(4), 739–747. doi: 10.1007/s10803-007-0441-x. CrossRefPubMed

Elder, L. M., Caterino, L. C., Chao, J., Shacknai, D., & DeSimone, G. (2006). The efficacy of social skills treatment for children with Asperger syndrome. Education & Treatment of Children, 29(4), 635–663.

Elliott, S. N., & Gresham, F. M. (1987). Children’s social skills: Assessment and classification practices. Journal of Counseling & Development, 66(2), 96–99. CrossRef

Engström, I., Ekström, L., & Emilsson, B. (2003). Psychosocial functioning in a group of swedish adults with asperger syndrome or high-functioning autism. Autism, 7(1), 99–110. PubMed

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

Ghaziuddin, M., & Gerstein, L. (1996). Pedantic speaking style differentiates Asperger syndrome from high-functioning autism. Journal of Autism and Developmental Disorders, 26(6), 585–595. CrossRefPubMed

Ghaziuddin, M., Ghaziuddin, N., & Greden, J. (2002). Depression in persons with autism: Implications for research and clinical care. Journal of Autism and Developmental Disorders, 32(4), 299–306. doi: 10.1023/A:1016330802348. CrossRefPubMed

Grainger, C., Williams, D. M., & Lind, S. E. (2014). Metacognition, metamemory, and mindreading in high-functioning adults with autism spectrum disorder. Journal of Abnormal Psychology, 123(3), 650. CrossRefPubMed

Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system (SSIS) Rating Scales. Minneapolis, MN: Pearson.

Gutstein, S. E., & Whitney, T. (2002). Asperger syndrome and the development of social competence. Focus on Autism and Other Developmental Disabilities, 17(3), 161–171. doi: 10.1177/10883576020170030601. CrossRef

Hendricks, D. R., & Wehman, P. (2009). Transition from school to adulthood for youth with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(2), 77–88. doi: 10.1177/1088357608329827. CrossRef

Howlin, P. (2000). Outcome in adult life for more able individuals with autism or asperger syndrome. Autism, 4(1), 63–83. CrossRef

Hurlbutt, K., & Chalmers, L. (2002). Adults with autism speak out: Perceptions of their life experiences. Focus on Autism and Other Developmental Disabilities, 17(2), 103–111. doi: 10.1177/10883576020170020501. CrossRef

Jones, W., & Klin, A. (2009). Heterogeneity and homogeneity across the autism spectrum: The role of development. Journal of the American Academy of Child & Adolescent Psychiatry, 48(5), 471–473. CrossRef

Kim, J. A., Szatmari, P., Bryson, S. E., Streiner, D. L., & Wilson, F. J. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger syndrome. Autism, 4(2), 117–132. doi: 10.1177/1362361300004002002. CrossRef

Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25(2), 341–353. CrossRefPubMedPubMedCentral

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

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on thinking, learning, and cognitive styles (pp. 227–247). Mahwah, NJ: Lawrence Erlbaum.

Landa, R. (2000). Social language use in Asperger syndrome and high-functioning autism. In A. Klin, F. R. Volkmar, & S. S. Sparrow (Eds.), Asperger syndrome. New York: Guilford Press.

Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 42(6), 1025–1036. doi: 10.1007/s10803-011-1339-1. CrossRefPubMed

Lee, S., Simpson, R. L., & Shogren, K. A. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22(1), 2–13. doi: 10.1177/10883576070220010101. CrossRef

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. doi: 10.1007/s10803-012-1525-9. CrossRefPubMed

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule (2nd ed.). Torrance, CA: Western Psychological Services.

Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disorders. Behavior Modification, 31(5), 682–707. doi: 10.1177/0145445507301650. CrossRefPubMed

McMahon, C. M., Lerner, M. D., & Britton, N. (2013a). 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. PubMedCentral

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. CrossRefPubMed

McMahon, C. M., Vismara, L. A., & Solomon, M. (2013b). Measuring changes in social behavior during a social skills intervention for higher-functioning children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(8), 1843–1856. CrossRefPubMedPubMedCentral

Merrell, K. W. (2001). Assessment of children’s social skills: Recent developments, best practices, and new directions. Exceptionality, 9(1–2), 3–18. CrossRef

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.

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

Nadig, A., Lee, I., Singh, L., Bosshart, K., & Ozonoff, S. (2010). How does the topic of conversation affect verbal exchange and eye gaze? A comparison between typical development and high-functioning autism. Neuropsychologia, 48(9), 2730–2739. CrossRefPubMedPubMedCentral

National Autism Center. (2009). National Standards Report. Randolph, MA: Self-published.

Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993). Children’s peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113(1), 99. CrossRefPubMed

Newman, B., & Ten Eyck, P. (2005). Self-management of initiations by students diagnosed with autism. Analysis of Verbal Behavior, 21, 117–122. PubMedPubMedCentral

Ojanen, T., Sijtsema, J. J., Hawley, P. H., & Little, T. D. (2010). Intrinsic and extrinsic motivation in early adolescents’ friendship development: Friendship selection, influence, and prospective friendship quality. Journal of Adolescence, 33(6), 837–851. CrossRefPubMed

Ollendick, T. H., Weist, M. D., Borden, M. C., & Greene, R. W. (1992). Sociometric status and academic, behavioral, and psychological adjustment: A five-year longitudinal study. Journal of Consulting and Clinical Psychology, 60, 80–87. 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

Palmen, A., Didden, R., & Arts, M. (2008). Improving question asking in high-functioning adolescents with autism spectrum disorders: Effectiveness of small-group training. Autism, 12(1), 83–98. doi: 10.1177/1362361307085265. CrossRefPubMed

Parker, J., & Asher, S. (1987). Peer relations and later personal adjustment: Are low accepted children ‘‘at risk’’? Psychological Bulletin, 102, 357–389. CrossRefPubMed

Reichow, B., Steiner, A. M., & Volkmar, F. (2012). Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). The Cochrane Database of Systematic Reviews, 7, 1. doi: 10.1002/14651858.CD008511.pub2.

Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism diagnostic interview, revised. Torrance, CA: Western Psychological Services.

Starr, E., Szatmari, P., Bryson, S., & Zwaigenbaum, L. (2003). Stability and change among high-functioning children with pervasive developmental disorders: A 2-year outcome study. Journal of Autism and Developmental Disorders, 33(1), 15–22. 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. doi: 10.1177/10883576040190010701. CrossRef

Weiss, M. J., & Harris, S. L. (2001). Teaching social skills to people with autism. Behavior Modification, 25(5), 785–802. doi: 10.1177/0145445501255007. CrossRefPubMed

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. doi: 10.1177/1088357610380595. CrossRef

Williams, D. M., Lind, S. E., & Happé, F. (2009). Metacognition may be more impaired than mindreading in autism. Behavioral and Brain Sciences, 32(02), 162–163. CrossRef

Titel: Social Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder
Auteurs:: Ty W. Vernon
Amber R. Miller
Jordan A. Ko
Victoria L. Wu
Publicatiedatum: 09-02-2016
DOI: https://doi.org/10.1007/s10803-016-2715-7
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 5/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 5/2016

Self-reported Pleasantness Ratings and Examiner-Coded Defensiveness in Response to Touch in Children with ASD: Effects of Stimulus Material and Bodily Location

Parent Expectations Mediate Outcomes for Young Adults with Autism Spectrum Disorder

Steve Silberman: NeuroTribes: The Legacy of Autism and the Future of Neurodiversity

Mechanism of Developmental Change in the PLAY Project Home Consultation Program: Evidence from a Randomized Control Trial

Ocular Fixation Abnormality in Patients with Autism Spectrum Disorder

The Mechanisms Underlying the ASD Advantage in Visual Search