Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD

Autor/inn/en	Szumski, Grzegorz; Smogorzewska, Joanna; Grygiel, Pawel; Orlando, Ann-Marie
Titel	Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 7, S.2822-2837 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3377-9
Schlagwörter	Social Development; Interpersonal Competence; Skill Development; Theory of Mind; Preschool Children; Autism; Pervasive Developmental Disorders; Outcomes of Treatment; Program Effectiveness; Coping; Problem Solving; Play + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Bewältigung; Problemlösen; Spiel
Abstract	We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01