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

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