A Social-Cognitive Intervention Program for Adolescents with Autism: A Pilot Study

Autor/inn/en	Cheung, Pui Pui Phoebe; Siu, Andrew M. H.; Brown, Ted; Yu, Mong-lin
Titel	A Social-Cognitive Intervention Program for Adolescents with Autism: A Pilot Study
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 11 (2018) 1, S.37-48 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2017.1408442
Schlagwörter	Social Cognition; Intervention; Interpersonal Competence; Autism; Pilot Projects; Theory of Mind; Focus Groups; Interviews; Program Descriptions; Rating Scales; Evaluation Methods; Pervasive Developmental Disorders; Program Effectiveness; Social Behavior; Parent Attitudes; Adolescents; Mixed Methods Research; Grade 7; Grade 8; Foreign Countries; Questionnaires; China + Suchen Sie Ihr Suchwort? Soziale Kognition; Interpersonale Kompetenz; Autismus; Pilot project; Modellversuch; Pilotprojekt; Interviewing; Interviewtechnik; Rating-Skala; Social behaviour; Soziales Verhalten; Elternverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Fragebogen
Abstract	This pilot study explored the efficacy of a social-cognitive intervention program for adolescents with Autism Spectrum Disorder (ASD). Seven adolescents with ASD (mean age = 12.57 years) attended a school-based 10-week program. Social Skills Improvement System Rating Scales, Goal Attainment Scaling (GAS), and Theory of Mind Inventory were administered at baseline, immediately after the program, and post 2-months. There were significant positive gains in Theory of Mind knowledge and in individualized goals (of GAS), and there were further gains after 2 months. Qualitative evaluation was conducted by a focus group interview with parents of participants. Consistent with the quantitative findings, parents observed that their children have increased knowledge of social skills, socialize more with friends, and had increase in positive social behavior. On the other hand, they perceived an even more intensive and ongoing program could further benefit their children. This study has added to the understanding of the potential impact of social skills programs run in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01