A Metacognitive Training Pilot Study for Adolescents with Autism Spectrum Disorder: Lessons Learned from the Preliminary Stages of Intervention Development

Autor/inn/en	Goodman, Laura R.; Corkum, Penny; Johnson, Shannon A.
Titel	A Metacognitive Training Pilot Study for Adolescents with Autism Spectrum Disorder: Lessons Learned from the Preliminary Stages of Intervention Development
Quelle	In: Journal of Intellectual & Developmental Disability, 42 (2017) 2, S.204-210 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-9532
DOI	10.3109/13668250.2016.1210104
Schlagwörter	Autism; Pervasive Developmental Disorders; Adolescents; Metacognition; Training; Intervention; Satisfaction; Parent Attitudes; Attitude Measures; Interaction; Interpersonal Relationship; Psychoeducational Methods; Asperger Syndrome; Children; Depression (Psychology); Symptoms (Individual Disorders); Self Esteem; Foreign Countries; Canada; Autism Diagnostic Observation Schedule; Wechsler Intelligence Scale for Children; Piers Harris Childrens Self Concept Scale; Childrens Depression Inventory + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausbildung; Zufriedenheit; Elternverhalten; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Asperger-Syndrom; Child; Kind; Kinder; Psychiatrische Symptomatik; Self-esteem; Selbstaufmerksamkeit; Ausland; Kanada
Abstract	Background: Cognitive differences, including deficits in self-awareness, are common in high-functioning individuals with autism spectrum disorder (ASD) and represent a fruitful target for intervention. The current project presents the preliminary research undertaken in the development of metacognitive training (MCT), an intervention designed to increase knowledge about personal strengths and challenges in adolescents with ASD. Method: Two groups of 4 adolescents with ASD completed MCT, as well as measures to assess satisfaction and adverse effects. Visual inspection and thematic analysis were used to interpret the data. Results: Overall, both participants and their parents rated MCT favourably; the youth most enjoyed the interactive activities, whereas parents appreciated the opportunity for socialising and psychoeducation. There were no systematic changes on quantitative measures of adverse effects (i.e. self-esteem or depression). Conclusion: Although the results suggest further investigation of MCT may be warranted, certain modifications to the MCT protocol and research methodology are needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01