Long-Term Outcomes of Parent-Assisted Social Skills Intervention for High-Functioning Children with Autism Spectrum Disorders

Autor/inn/en	Mandelberg, Josh; Frankel, Fred; Cunningham, Tina; Gorospe, Clarissa; Laugeson, Elizabeth A.
Titel	Long-Term Outcomes of Parent-Assisted Social Skills Intervention for High-Functioning Children with Autism Spectrum Disorders
Quelle	In: Autism: The International Journal of Research and Practice, 18 (2014) 3, S.255-263 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361312472403
Schlagwörter	Program Effectiveness; Skill Development; Interpersonal Competence; Friendship; Pervasive Developmental Disorders; Autism; Questionnaires; Interviews; Followup Studies; Peer Relationship; Behavior Problems; Behavior Modification; Psychological Patterns; Elementary School Students; Parents; Pretests Posttests; Socioeconomic Status; Intelligence; Mixed Methods Research; Hollingshead Social Economic Status Measures; Autism Diagnostic Observation Schedule; Social Skills Rating System; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kompetenz; Freundschaft; Autismus; Fragebogen; Interviewing; Interviewtechnik; Follow-up studies; Kontaktstudium; Peer-Beziehungen; Behaviour modification; Verhaltensänderung; Eltern; Socio-economic status; Sozioökonomischer Status; Intelligenz; Klugheit
Abstract	This study aims to evaluate the long-term outcome of Children's Friendship Training, a parent-assisted social skills intervention for children. Prior research has shown Children's Friendship Training to be superior to wait-list control with maintenance of gains at 3-month follow-up. Participants were families of children diagnosed with autism spectrum disorder who completed Children's Friendship Training 1-5 years earlier. They were recruited through mail, phone, and email. Information collected included parent and child completed questionnaires and a phone interview. Data were collected on 24 of 52 potential participants (46%). With an average of 35-month follow-up, participants had a mean age of 12.6 years. Results indicated that participants at follow-up were invited on significantly more play dates, showed less play date conflict, improved significantly in parent-reported social skills and problem behaviors, and demonstrated marginally significant decreases in loneliness when compared to pre-Children's Friendship Training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10