Brief report: Group social-multimodal intervention for HFASD
Brief report: Group social-multimodal intervention for HFASD
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DOI：
10.1007/s10803-006-0246-3
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发表时间：
2007-09-01
影响因子：
3.9
通讯作者：
Bauminger, Nirit
中科院分区：
文献类型：
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作者：
Bauminger, Nirit
目前的研究是对患有自闭症谱系障碍(ASD)的高功能(HF)儿童进行为期两年的认知-行为-生态(CB-E)干预的第二部分。我们考察了以群体为中心的干预对儿童在结构化和非结构化社交环境中与同龄人合作互动的能力的效用。研究还考察了直接(如解决社会问题)和间接(心理理论；执行功能)治疗对社会认知能力的影响。研究对象为26名患有自闭症的青春期前心力衰竭儿童。研究结果表明，治疗对社会认知有直接和间接的影响，对儿童的社会交往能力有不同程度的影响。尽管干预组儿童的合作能力有所提高，但在学校课间休息期间的二元和群体社交活动并没有改善。讨论的重点是这种群体干预在提高社会功能方面的效用。
Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children's ability to interact cooperatively with peers during structured and non-structured social situations. Direct (e.g., social problem solving) and indirect (theory of mind; executive function) treatment effects on social cognitive capabilities were also examined. Participants were 26 preadolescent HF children with ASD. Study results demonstrated direct and indirect treatment effects on social cognition and mixed results regarding children's social interaction capabilities. Although children's cooperative capabilities within the intervention group improved, dyadic, and group social interactions during school recess did not. Discussion focused on the utility of such group-intervention in increasing social functioning.