Brief Report: Assessment of Intervention Effects on in Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD)

Autor/inn/en	Dolan, Bridget K.; Van Hecke, Amy V.; Carson, Audrey M.; Karst, Jeffrey S.; Stevens, Sheryl; Schohl, Kirsten A.; Potts, Stephanie; Kahne, Jenna; Linneman, Nina; Remmel, Rheanna; Hummel, Emily
Titel	Brief Report: Assessment of Intervention Effects on in Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD)
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 6, S.2251-2259 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2738-0
Schlagwörter	Intervention; Peer Relationship; Adolescents; Pervasive Developmental Disorders; Autism; Interaction Process Analysis; Outcomes of Treatment; Randomized Controlled Trials; Program Effectiveness; Interpersonal Competence; Comparative Analysis; Pretests Posttests; Control Groups; Experimental Groups + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Prozessanalyse; Interpersonale Kompetenz
Abstract	This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in "J Autism Dev Disord" 39(4): 596-606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in "J Autism Dev Disord" 41(9): 1277-1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01