Long-Term Effects of CBT on Social Impairment in Adolescents with ASD

Autor/inn/en	Maddox, Brenna B.; Miyazaki, Yasuo; White, Susan W.
Titel	Long-Term Effects of CBT on Social Impairment in Adolescents with ASD
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 12, S.3872-3882 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2779-4
Schlagwörter	Interpersonal Competence; Cognitive Restructuring; Behavior Modification; Anxiety; Intervention; Psychological Patterns; Predictor Variables; Therapy; Adolescents; Randomized Controlled Trials; Outcomes of Treatment; Behavior Change; Autism; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Behaviour modification; Verhaltensänderung; Angst; Prädiktor; Therapie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus
Abstract	Anxiety interventions involving social skills training and CBT for youth with ASD have shown promise, but few studies have examined the effects on social functioning or the maintenance of treatment gains. This study evaluated change in social skills during a randomized controlled trial of CBT and during the 1-year follow-up for 25 adolescents with ASD and anxiety. We examined the effect of pretreatment social anxiety and loneliness on treatment response. Social impairment improved during treatment and continued to improve through the 3-month follow-up. Although adolescents with higher social anxiety had greater pretreatment social impairment, they showed steeper improvement in social skills during treatment. Loneliness was not a significant predictor of change during treatment. CBT targeting social skills and anxiety can lead to long-term improvements in social functioning. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01