Adolescents with Autism Spectrum Disorder and Social Skills Groups at School: A Randomized Trial Comparing Intervention Environment and Peer Composition

Autor/inn/en	Dean, Michelle; Williams, Justin; Orlich, Felice; Kasari, Connie
Titel	Adolescents with Autism Spectrum Disorder and Social Skills Groups at School: A Randomized Trial Comparing Intervention Environment and Peer Composition
Quelle	In: School Psychology Review, 49 (2020) 1, S.60-73 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1716636
Schlagwörter	Adolescents; Middle School Students; High School Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Public Schools; Social Development; Emotional Development; Intervention; Peer Groups; Inclusion; Mentors; Interpersonal Competence; Program Effectiveness; Social Environment; Symptoms (Individual Disorders); Behavior Problems; Diagnostic Tests; Intelligence Tests; Rating Scales; Autism Diagnostic Observation Schedule; Stanford Binet Intelligence Scale; Behavior Assessment System for Children; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Disability; Disabilities; Behinderung; Autismus; Public school; Öffentliche Schule; Soziale Entwicklung; Gefühlsbildung; Gleichaltrigengruppe; Peer Group; Inklusion; Interpersonale Kompetenz; Soziales Umfeld; Psychiatrische Symptomatik; Diagnostic test; Diagnostischer Test; Intelligence test; Intelligenztest; Rating-Skala
Abstract	This study used a randomized controlled trial to compare two distinct models of group social skills interventions with adolescents with autism spectrum disorder (ASD). Participants had a confirmed diagnosis of ASD, had an IQ greater than or equal to 70, and were educated in the general education setting. Data from 62 adolescent participants who were randomized to one of two treatment conditions (skills versus engage) were analyzed. Skills participants had a diagnosis of ASD or social difficulties. Engage groups included adolescents with ASD and typically developing (TD) peer mentors. Skills and engage participants both improved joint engagement and reduced solitary engagement; however, skills participants reported higher social stress and lower quality interpersonal relationships at exit and increased emotional symptoms and problem behaviors at follow-up compared to the engage group. The findings suggest that within inclusive secondary school settings, it may be beneficial to include TD peers in social intervention groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01