Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 8/2011

01-08-2011 | Original Paper

The Efficacy of a Social Skills Group Intervention for Improving Social Behaviors in Children with High Functioning Autism Spectrum Disorders

Auteurs: Melissa E. DeRosier, Danielle C. Swick, Naomi Ornstein Davis, Janey Sturtz McMillen, Rebecca Matthews

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2011

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

This study tested the efficacy of a new social skills intervention, S ocial S kills GR oup IN tervention-High Functioning Autism (S.S.GRIN-HFA), designed to improve social behaviors in children with high functioning autism spectrum disorders. Fifty-five children were randomly assigned to S.S.GRIN-HFA treatment (n = 27) or control (i.e., traditional S.S.GRIN intervention; n = 28). Examination of the direction and magnitude of change in functioning revealed that children who participated in S.S.GRIN-HFA exhibited significantly greater mastery of social skill concepts compared to children in the control group. Parents of S.S.GRIN-HFA group participants reported an improved sense of social self-efficacy, whereas parents of control participants reported a decline. The advantages of a specialized intervention such as S.S.GRIN-HFA, designed specifically for children with high functioning autism spectrum disorders, are discussed.
Literatuur
go back to reference Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the child behavior checklist and revised child behavior profile. Burlington, VT: University Associates in Psychiatry. Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the child behavior checklist and revised child behavior profile. Burlington, VT: University Associates in Psychiatry.
go back to reference Asher, S. R., & Wheeler, V. (1985). Children's loneliness: A comparison of rejected and neglected peer status. Journal of Consulting & Clinical Psychology, 53, 500–505.CrossRef Asher, S. R., & Wheeler, V. (1985). Children's loneliness: A comparison of rejected and neglected peer status. Journal of Consulting & Clinical Psychology, 53, 500–505.CrossRef
go back to reference Barnhill, G. P. (2001). Social attributions and depression in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 16(1), 46–53.CrossRef Barnhill, G. P. (2001). Social attributions and depression in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 16(1), 46–53.CrossRef
go back to reference Barnhill, G. P. (2007). Outcomes in adults with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 116–126.CrossRef Barnhill, G. P. (2007). Outcomes in adults with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 116–126.CrossRef
go back to reference Barnhill, G. P., Cook, K. T., Tebbenkamp, K., & Myles, B. S. (2002). The effectiveness of social skills intervention targeting nonverbal communication for adolescents with Asperger syndrome and related pervasive developmental delays. Focus on Autism and Other Developmental Disabilities, 17(2), 112–118.CrossRef Barnhill, G. P., Cook, K. T., Tebbenkamp, K., & Myles, B. S. (2002). The effectiveness of social skills intervention targeting nonverbal communication for adolescents with Asperger syndrome and related pervasive developmental delays. Focus on Autism and Other Developmental Disabilities, 17(2), 112–118.CrossRef
go back to reference Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685–701.PubMedCrossRef Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685–701.PubMedCrossRef
go back to reference 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.PubMedCrossRef 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.PubMedCrossRef
go back to reference Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456.PubMedCrossRef Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456.PubMedCrossRef
go back to reference Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489–507.PubMedCrossRef Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489–507.PubMedCrossRef
go back to reference Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49(7), 743–753.PubMedCrossRef Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49(7), 743–753.PubMedCrossRef
go back to reference Blacher, J., Kraemer, B., & Schalow, M. (2003). Asperger syndrome and high functioning autism: Research concerns and emerging foci. Current Opinion in Psychiatry, 16(5), 535–542.CrossRef Blacher, J., Kraemer, B., & Schalow, M. (2003). Asperger syndrome and high functioning autism: Research concerns and emerging foci. Current Opinion in Psychiatry, 16(5), 535–542.CrossRef
go back to reference Bristol, M. M., Gallagher, J. J., & Holt, K. D. (1993). Maternal depressive symptoms in autism: Response to psychoeducational intervention. Rehabilitation Psychology, 38(1), 3–10.CrossRef Bristol, M. M., Gallagher, J. J., & Holt, K. D. (1993). Maternal depressive symptoms in autism: Response to psychoeducational intervention. Rehabilitation Psychology, 38(1), 3–10.CrossRef
go back to reference Carter, A. S., Davis, N. O., Klin, A., & Volkmar, F. R. (2005). Social development in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 312–334). Hoboken, NJ: Wiley. Carter, A. S., Davis, N. O., Klin, A., & Volkmar, F. R. (2005). Social development in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 312–334). Hoboken, NJ: Wiley.
go back to reference Carter, C., Meckes, L., Pritchard, L., Swensen, S., Wittman, P. P., & Velde, B. (2004). The friendship club: An after-school program for children with Asperger syndrome. Family & Community Health, 27(2), 143–150. Carter, C., Meckes, L., Pritchard, L., Swensen, S., Wittman, P. P., & Velde, B. (2004). The friendship club: An after-school program for children with Asperger syndrome. Family & Community Health, 27(2), 143–150.
go back to reference Chamberlain, B., Kasari, 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.PubMedCrossRef Chamberlain, B., Kasari, 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.PubMedCrossRef
go back to reference Chorpita, B. F., Yim, L. M., Donkervoet, J. C., Arensdorf, A., Amundsen, M. J., McGee, C., et al. (2002). Toward large-scale implementation of empirically supported treatments for children: A review and observations by the Hawaii Empirical Basis to Services Task Force. Clinical Psychology: Science and Practice, 9(2), 165–190.CrossRef Chorpita, B. F., Yim, L. M., Donkervoet, J. C., Arensdorf, A., Amundsen, M. J., McGee, C., et al. (2002). Toward large-scale implementation of empirically supported treatments for children: A review and observations by the Hawaii Empirical Basis to Services Task Force. Clinical Psychology: Science and Practice, 9(2), 165–190.CrossRef
go back to reference 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.CrossRef 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.CrossRef
go back to reference Constantino, J. N., & Gruber, C. P. (2005). Social Responsiveness Scale (SRS). Los Angeles, CA: Western Psychological Services. Constantino, J. N., & Gruber, C. P. (2005). Social Responsiveness Scale (SRS). Los Angeles, CA: Western Psychological Services.
go back to reference DeRosier, M. E. (2000). 3-C program final report. Raleigh, NC: Report to the Wake County Public School System of North Carolina. DeRosier, M. E. (2000). 3-C program final report. Raleigh, NC: Report to the Wake County Public School System of North Carolina.
go back to reference DeRosier, M. E. (2002). Group interventions and exercises for enhancing children’s communication, cooperation, and confidence. Sarasota, FL: Professional Resources Press. DeRosier, M. E. (2002). Group interventions and exercises for enhancing children’s communication, cooperation, and confidence. Sarasota, FL: Professional Resources Press.
go back to reference DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33(1), 196–201.PubMedCrossRef DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33(1), 196–201.PubMedCrossRef
go back to reference DeRosier, M. E. (2007). Social Skills GRoup Intervention (S.S.GRIN): Professional Manual (Grades 3–5), 4th Edition. Cary, NC: 3-C Institute for Social Development. DeRosier, M. E. (2007). Social Skills GRoup Intervention (S.S.GRIN): Professional Manual (Grades 3–5), 4th Edition. Cary, NC: 3-C Institute for Social Development.
go back to reference DeRosier, M. E., Davis, N. O., & Swick, D. (2010). Social skills training with socially atypical children: Implications for school-based programs. Manuscript in preparation. DeRosier, M. E., Davis, N. O., & Swick, D. (2010). Social skills training with socially atypical children: Implications for school-based programs. Manuscript in preparation.
go back to reference DeRosier, M. E., & Gilliom, M. (2007). Effectiveness of a parent training program for improving children’s social behavior. Journal of Child and Family Studies, 16(5), 660–670.CrossRef DeRosier, M. E., & Gilliom, M. (2007). Effectiveness of a parent training program for improving children’s social behavior. Journal of Child and Family Studies, 16(5), 660–670.CrossRef
go back to reference DeRosier, M. E., & Marcus, S. R. (2005). Building friendships and combating bullying: Effectiveness of S.S.GRIN at one-year follow-up. Journal of Clinical Child and Adolescent Psychology, 34(1), 140–150.PubMedCrossRef DeRosier, M. E., & Marcus, S. R. (2005). Building friendships and combating bullying: Effectiveness of S.S.GRIN at one-year follow-up. Journal of Clinical Child and Adolescent Psychology, 34(1), 140–150.PubMedCrossRef
go back to reference DeRosier, M. E., & Mercer, S. H. (2009). Perceived atypicality as a predictor of social rejection and peer victimization: Implications for emotional adjustment and academic achievement. Psychology in the Schools, 46, 375–387.CrossRef DeRosier, M. E., & Mercer, S. H. (2009). Perceived atypicality as a predictor of social rejection and peer victimization: Implications for emotional adjustment and academic achievement. Psychology in the Schools, 46, 375–387.CrossRef
go back to reference Dishion, T. J., McCord, J., & Poulin, F. O. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54(9), 755–764.PubMedCrossRef Dishion, T. J., McCord, J., & Poulin, F. O. (1999). When interventions harm: Peer groups and problem behavior. American Psychologist, 54(9), 755–764.PubMedCrossRef
go back to reference Ehlers, S., Gillberg, C., & Wing, L. (1999). A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. Journal of Autism and Developmental Disabilities, 29, 129–141.CrossRef Ehlers, S., Gillberg, C., & Wing, L. (1999). A screening questionnaire for Asperger syndrome and other high-functioning autism spectrum disorders in school age children. Journal of Autism and Developmental Disabilities, 29, 129–141.CrossRef
go back to reference Frith, U. (2004). Emanual Miller lecture: Confusions and controversies about Asperger syndrome. Journal of Child Psychology and Psychiatry, 45, 672–686.PubMedCrossRef Frith, U. (2004). Emanual Miller lecture: Confusions and controversies about Asperger syndrome. Journal of Child Psychology and Psychiatry, 45, 672–686.PubMedCrossRef
go back to reference Geurts, H., Corbett, B., & Solomon, M. (2009). The paradox of cognitive flexibility in autism. Trends in Cognitive Science, 13(2), 74–82.CrossRef Geurts, H., Corbett, B., & Solomon, M. (2009). The paradox of cognitive flexibility in autism. Trends in Cognitive Science, 13(2), 74–82.CrossRef
go back to reference Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4(1), 1–67. Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4(1), 1–67.
go back to reference 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.CrossRef 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.CrossRef
go back to reference Harrell, A., Mercer, S., & DeRosier, M. E. (2009). Improving the social-behavioral adjustment of adolescents: The effectiveness of a social skills group intervention. Journal of Child and Family Studies, 18(4), 378–387.CrossRef Harrell, A., Mercer, S., & DeRosier, M. E. (2009). Improving the social-behavioral adjustment of adolescents: The effectiveness of a social skills group intervention. Journal of Child and Family Studies, 18(4), 378–387.CrossRef
go back to reference Howlin, P., Goode, S., & Volkmar, F. R. (1998). Outcome in adult life for people with autism and Asperger’s syndrome. In Autism and pervasive developmental disorders (pp. 209–241). New York, NY US: Cambridge University Press. Howlin, P., Goode, S., & Volkmar, F. R. (1998). Outcome in adult life for people with autism and Asperger’s syndrome. In Autism and pervasive developmental disorders (pp. 209–241). New York, NY US: Cambridge University Press.
go back to reference Jensen, P. S., Weersing, R., Hoagwood, K. E., & Goldman, E. (2005). What is the evidence for evidence-based treatments? A hard look at our soft underbelly. Mental Health Services Research, 7(1), 53–74.PubMedCrossRef Jensen, P. S., Weersing, R., Hoagwood, K. E., & Goldman, E. (2005). What is the evidence for evidence-based treatments? A hard look at our soft underbelly. Mental Health Services Research, 7(1), 53–74.PubMedCrossRef
go back to reference Kasari, C., & Rotheram-Fuller, E. (2005). Current trends in psychological research on children with high-functioning autism and Asperger disorder. Current Opinion in Psychiatry, 18(5), 497–501.PubMedCrossRef Kasari, C., & Rotheram-Fuller, E. (2005). Current trends in psychological research on children with high-functioning autism and Asperger disorder. Current Opinion in Psychiatry, 18(5), 497–501.PubMedCrossRef
go back to reference Kim, J., 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, 117–132.CrossRef Kim, J., 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, 117–132.CrossRef
go back to reference Kolivas, E., Riordan, P., Gross, A. M., Hersen, M., & Reitman, D. (2008). Overview of behavioral treatment with children and adolescents. In Handbook of psychological assessment, case conceptualization, and treatment, Vol 2: Children and adolescents (pp. 102–125). Hoboken, NJ: Wiley. Kolivas, E., Riordan, P., Gross, A. M., Hersen, M., & Reitman, D. (2008). Overview of behavioral treatment with children and adolescents. In Handbook of psychological assessment, case conceptualization, and treatment, Vol 2: Children and adolescents (pp. 102–125). Hoboken, NJ: Wiley.
go back to reference Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinic of North America, 12, 107–122.CrossRef Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinic of North America, 12, 107–122.CrossRef
go back to reference Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills training to improve friendship in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(4), 596–606.PubMedCrossRef Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills training to improve friendship in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(4), 596–606.PubMedCrossRef
go back to reference Little, L. (2001). Peer victimization of children with Asperger spectrum disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 40(9), 995–996.CrossRef Little, L. (2001). Peer victimization of children with Asperger spectrum disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 40(9), 995–996.CrossRef
go back to reference Mandell, D., Wiggins, L., Carpenter, L., Daniels, J., DiGuiseppi, C., Durkin, M., et al. (2008). Racial/ethnic disparities in the identification of children with autism spectrum disorders. American Journal of Public Health, 99(3), 493–498.PubMedCrossRef Mandell, D., Wiggins, L., Carpenter, L., Daniels, J., DiGuiseppi, C., Durkin, M., et al. (2008). Racial/ethnic disparities in the identification of children with autism spectrum disorders. American Journal of Public Health, 99(3), 493–498.PubMedCrossRef
go back to reference Marriage, K. J., Gordon, V., & Brand, L. (1995). A social skills group for boys with Asperger’s syndrome. Australian and New Zealand Journal of Psychiatry, 29(1), 58–62.PubMedCrossRef Marriage, K. J., Gordon, V., & Brand, L. (1995). A social skills group for boys with Asperger’s syndrome. Australian and New Zealand Journal of Psychiatry, 29(1), 58–62.PubMedCrossRef
go back to reference Mendlowitz, S. L., Manassis, K., Bradley, S., Scapillato, D., Miezitis, S., & Shaw, B. F. (1999). Cognitive-behavioral group treatments in childhood anxiety disorders: The role of parental involvement. Journal of the American Academy of Child & Adolescent Psychiatry, 38(10), 1223–1229.CrossRef Mendlowitz, S. L., Manassis, K., Bradley, S., Scapillato, D., Miezitis, S., & Shaw, B. F. (1999). Cognitive-behavioral group treatments in childhood anxiety disorders: The role of parental involvement. Journal of the American Academy of Child & Adolescent Psychiatry, 38(10), 1223–1229.CrossRef
go back to reference Ollendick, T. H., & Schmidt, C. R. (1987). Social learning constructs in the prediction of peer interaction. Journal of Clinical Child Psychology, 16(1), 80–87.CrossRef Ollendick, T. H., & Schmidt, C. R. (1987). Social learning constructs in the prediction of peer interaction. Journal of Clinical Child Psychology, 16(1), 80–87.CrossRef
go back to reference 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.PubMedCrossRef 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.PubMedCrossRef
go back to reference Paul, R. (2003). Promoting social communication in high functioning individuals with autistic spectrum disorders. Child and Adolescent Psychiatric Clinics of North America, 12(1), 87–106.PubMedCrossRef Paul, R. (2003). Promoting social communication in high functioning individuals with autistic spectrum disorders. Child and Adolescent Psychiatric Clinics of North America, 12(1), 87–106.PubMedCrossRef
go back to reference Rao, P. A., & Beidel, D. C. (2009). The impact of children with high-functioning autism on parental stress, sibling adjustment, and family functioning. Behavior Modification, 33(4), 437–451.PubMedCrossRef Rao, P. A., & Beidel, D. C. (2009). The impact of children with high-functioning autism on parental stress, sibling adjustment, and family functioning. Behavior Modification, 33(4), 437–451.PubMedCrossRef
go back to reference Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361.PubMedCrossRef Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361.PubMedCrossRef
go back to reference Rice, C. (2009). Prevalence of autism spectrum disorders—Autism and Developmental Disabilities Monitoring Network 2006. MMWR Surveillance Summaries, 58(SS10), 1–20. Rice, C. (2009). Prevalence of autism spectrum disorders—Autism and Developmental Disabilities Monitoring Network 2006. MMWR Surveillance Summaries, 58(SS10), 1–20.
go back to reference Rogers, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30(5), 399–409.PubMedCrossRef Rogers, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30(5), 399–409.PubMedCrossRef
go back to reference Rutter, M., Bailey, A., Berument, S. K., Lord, C., & Pickles, A. (2003). Social Communication Questionnaire. Los Angeles, CA: Western Psychological Services. Rutter, M., Bailey, A., Berument, S. K., Lord, C., & Pickles, A. (2003). Social Communication Questionnaire. Los Angeles, CA: Western Psychological Services.
go back to reference Schopler, E., Yirmiya, N., Shulman, C., & Marcus, L. M. (2001). Treatment for autism: From science to pseudo-science or anti-science. In The research basis for autism intervention (pp. 9–24). New York, NY, US: Kluwer/Plenum. Schopler, E., Yirmiya, N., Shulman, C., & Marcus, L. M. (2001). Treatment for autism: From science to pseudo-science or anti-science. In The research basis for autism intervention (pp. 9–24). New York, NY, US: Kluwer/Plenum.
go back to reference Scott, F. J., Baron-Cohen, S., Bolton, P., & Brayne, C. (2002). The CAST (Childhood Asperger Syndrome Test): Preliminary development of a UK screen for mainstream primary-school-age children. Autism, 6, 9–31.PubMedCrossRef Scott, F. J., Baron-Cohen, S., Bolton, P., & Brayne, C. (2002). The CAST (Childhood Asperger Syndrome Test): Preliminary development of a UK screen for mainstream primary-school-age children. Autism, 6, 9–31.PubMedCrossRef
go back to reference 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(6), 649–668.PubMedCrossRef 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(6), 649–668.PubMedCrossRef
go back to reference Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 37(10), 1960–1968.PubMedCrossRef Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 37(10), 1960–1968.PubMedCrossRef
go back to reference Wechsler, D. (2003). Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). San Antonio, TX: Psychological Corporation. Wechsler, D. (2003). Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). San Antonio, TX: Psychological Corporation.
go back to reference 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.CrossRef 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.CrossRef
go back to reference Winter-Messiers, M. A. (2007). From tarantulas to toilet brushes: Understanding the special interest areas of children and youth with Asperger syndrome. Remedial and Special Education, 28(3), 140–152.CrossRef Winter-Messiers, M. A. (2007). From tarantulas to toilet brushes: Understanding the special interest areas of children and youth with Asperger syndrome. Remedial and Special Education, 28(3), 140–152.CrossRef
Metagegevens
Titel
The Efficacy of a Social Skills Group Intervention for Improving Social Behaviors in Children with High Functioning Autism Spectrum Disorders
Auteurs
Melissa E. DeRosier
Danielle C. Swick
Naomi Ornstein Davis
Janey Sturtz McMillen
Rebecca Matthews
Publicatiedatum
01-08-2011
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 8/2011
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-010-1128-2

Andere artikelen Uitgave 8/2011

Journal of Autism and Developmental Disorders 8/2011 Naar de uitgave