Social competence intervention for youth with asperger syndrome and high-functioning autism: An initial investigation

被引：0

作者：

Stichter J.P. ^{[1
]}

Herzog M.J. ^{[1
]}

Visovsky K. ^{[1
]}

Schmidt C. ^{[1
]}

Randolph J. ^{[2
]}

Schultz T. ^{[1
]}

Gage N. ^{[1
]}

机构：

[1] Department of Special Education, University of Missouri, 303 Townsend Hall, Columbia

[2] Columbia Public Schools, Columbia, MO

来源：

Journal of Autism and Developmental Disorders | 2010年 / 40卷 / 9期

关键词：

Adolescents; Asperger syndrome; Cognitive behavioral intervention; High functioning autism; Social competence;

D O I：

10.1007/s10803-010-0959-1

中图分类号：

学科分类号：

摘要：

Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup's social difficulties appear to be associated with deficits in three social cognition processes: Theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11-14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. © 2010 Springer Science+Business Media, LLC.

引用

页码：1067 / 1079

页数：12

共 55 条

[1]

Diagnostic and Statistical Manual of Mental Disorders (Text Revised), (2000)

[2]

Baron-Cohen S., Leslie A.M., Frith U., Does the autistic child have a 'theory of mind'?, Cognition, 21, pp. 37-46, (1985)

[3]

Baron-Cohen S., O'Riordan M., Stone V., Jones R., Plaisted K., A new test of social sensitivity: Detection of faux pas in normal children and children with Asperger syndrome, Journal of Autism and Developmental Disorders, 29, pp. 407-418, (1999)

[4]

Baron-Cohen S., Swettenham J., Theory of mind in autism: Its relations to executive function and central coherence, Handbook of Autism and Developmental Disorders, pp. 880-893, (1997)

[5]

Baron-Cohen S., Wheelwright S., Spong A., Scahill V., Lawson J., Are intuitive physics and intuitive psychology independent? A test with children with Asperger Syndrome, Journal of Developmental and Learning Disorders, 5, pp. 47-78, (2001)

[6]

Bauminger N., The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes, Journal of Autism and Developmental Disorders, 32, 4, pp. 283-298, (2002)

[7]

Bauminger N., Kasari C., Brief report: Theory of mind in high-functioning children with autism, Journal of Autism and Developmental Disorders, 29, pp. 81-86, (1999)

[8]

Bauminger N., Shulman C., Agam G., Peer interaction and loneliness in high-functioning children with autism, Journal of Autism and Developmental Disorders, 33, pp. 489-507, (2003)

[9]

Bauminger N., Shulman C., Agam G., The link between perceptions of self and of social relationships in high-functioning children with autism, Journal of Developmental and Physical Disabilities, 16, 2, pp. 193-214, (2004)

[10]

Beaumont R.B., Sofronoff K., A new computerised advanced theory of mind measure for children with Asperger syndrome: The ATOMIC, Journal of Autism and Developmental Disorders, 38, 2, pp. 249-260, (2008)

← 1 2 3 4 5 6 →