Application of Latent Class Analysis to Identify Subgroups of Children with Autism Spectrum Disorders Who Benefit from Social Skills Training

Autor/inn/en	Dekker, Vera; Nauta, Maaike H.; Timmerman, Marieke E.; Mulder, Erik J.; Hoekstra, Pieter J.; de Bildt, Annelies
Titel	Application of Latent Class Analysis to Identify Subgroups of Children with Autism Spectrum Disorders Who Benefit from Social Skills Training
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 6, S.2004-2018 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Bildt, Annelies)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04678-y
Schlagwörter	Autism; Pervasive Developmental Disorders; Interpersonal Competence; Intervention; Participant Characteristics; Parent Attitudes; Children; Adolescents; Communication Problems; Communication Skills; Teaching Methods; Verbal Ability; Symptoms (Individual Disorders); Severity (of Disability); Anxiety; Parent Child Relationship; Teacher Student Relationship; Comparative Analysis + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Elternverhalten; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kommunikationsbarriere; Kommunikationsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Mündliche Leistung; Psychiatrische Symptomatik; Schweregrad; Angst; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	With Latent Class Analysis applied on data of 98 children with autism spectrum disorder (ASD) (9-12 years; 17 girls) participating in social skills training (SST) in a randomized controlled trial (Dekker et al. 2019), four subgroups were detected, based on social-communicative skills before, and response patterns to training. Two subgroups improved after SST. Characterizing the subgroups based on participant and intervention characteristics showed that improvement was related to lower parent-reported perceived difficulty of social-communicative skills at start, higher verbal ability, younger age and milder symptoms of ASD and anxiety. The lowest performing non-improving subgroup participated more often in SST without parent/teacher involvement, compared to all other subgroups. Response to SST in ASD seems to vary depending on participant characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01