School-based social skills training for young people with autism spectrum disorders

被引：32

作者：

Einfeld, Stewart L. ^{[1
,2
]}

Beaumont, Renae ^{[3
]}

Clark, Trevor ^{[4
]}

Clarke, Kristina S. ^{[1
,2
]}

Costley, Debra ^{[5
]}

Gray, Kylie M. ^{[6
]}

Horstead, Sian K. ^{[1
,2
]}

Hodge, M. Antoinette Redoblado ^{[7
]}

Roberts, Jacqueline ^{[8
]}

Sofronoff, Kate ^{[9
]}

Taffe, John R. ^{[6
]}

Howlin, Patricia ^{[1
,2
,10
]}

机构：

[1] Univ Sydney, Brain & Mind Ctr, Camperdown, NSW, Australia

[2] Univ Sydney, Ctr Disabil Res & Policy, Fac Hlth Sci, Sydney, NSW, Australia

[3] New York Presbyterian Hosp, Weill Cornell Med, New York, NY USA

[4] Autism Spectrum Australia Aspect, Sydney, NSW, Australia

[5] Univ Nottingham, Sch Educ, Nottingham, England

[6] Monash Univ, Ctr Dev Psychiat & Psychol, Dept Psychiat, Sch Clin Sci,Monash Hlth, Melbourne, Vic, Australia

[7] Childrens Hosp Westmead, Sydney Childrens Hosp Network, Child Dev Unit, Sydney, NSW, Australia

[8] Griffith Univ, Sch Educ & Profess Studies, Autism Ctr Excellence, Mt Gravatt Campus, Brisbane, Qld, Australia

[9] Univ Queensland, Sch Psychol, Brisbane, Qld, Australia

[10] Kings Coll London, Inst Psychiat Psychol & Neurosci, London, England

来源：

JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY | 2018年 / 43卷 / 01期

基金：

澳大利亚研究理事会;

关键词：

Autism spectrum disorder; social skills training; school; RANDOMIZED CONTROLLED-TRIAL; ASPERGER-SYNDROME; AGED CHILDREN; INTERVENTIONS; ADOLESCENTS; YOUTH; METAANALYSIS; INDIVIDUALS; MANAGEMENT; ADULTS;

D O I：

10.3109/13668250.2017.1326587

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Background: The Secret Agent Society (SAS) Program, an intervention to enhance social-emotional skills, was provided by schools for children with autism spectrum disorder (ASD). The program was assessed to determine if it improved social skills at school and home, and whether improvements were maintained. Methods: Eighty-four students participated. Key outcomes were parent and teacher ratings of emotion regulation, social skills, and direct child social problem-solving measures. The standard school curriculum served as the control condition. Phase 1 was a two-group waitlist-control comparison of SAS versus the standard curriculum. Phase 2 was a follow up of all participants before and after the intervention and at 12-months post-intervention. Results: Parent and child measures improved after the intervention but not in the waitlist condition. Improvements in parent, child, and teacher measures were apparent at 12 months. Conclusions: The SAS Program warrants further research as a potential program for schools that serve children with ASD.

引用

页码：29 / 39

页数：11

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