Social skills training with parent generalization: Treatment effects for children with attention deficit disorder
Social skills training with parent generalization: Treatment effects for children with attention deficit disorder
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DOI：
10.1037/0022-006x.65.5.749
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发表时间：
1997-10-01
影响因子：
5.9
通讯作者：
McBurnett, K
中科院分区：
文献类型：
--
作者：
Pfiffner, LJ;McBurnett, K
在一项对照结果研究中，对27名符合《精神障碍诊断和统计手册》（第3版，修订;美国精神病学协会，1987年）的注意力缺陷障碍。孩子们被随机分配到SST与父母介导的泛化（SST-PG），儿童只有SST，或等待列表控制组。SST包括8个小组会议，其中技能模块按顺序教授。SST-PG组儿童的父母同时参加了旨在支持其儿童技能转移的团体概括训练。两个治疗组与等待名单对照组相比，儿童的技能知识和父母报告的社交技能和破坏性行为均有显著改善，并在4个月的随访中保持不变。更温和的证据被发现的SST的泛化到学校设置。
The effectiveness of brief social skills training (SST) was evaluated in a controlled outcome study with 27 children meeting criteria of the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., revised; American Psychiatric Association, 1987) for an attention deficit disorder. Children were randomly assigned to either SST with parent-mediated generalization (SST-PG), child-only SST, or a wait-list control group. SST consisted of 8 group sessions in which skill modules were taught sequentially. Parents of children in the SST-PG group simultaneously participated in group generalization training designed to support their children's transfer of skills. Significant improvement in children's skill knowledge and in parent reports of social skills and disruptive behavior occurred for both treatment groups relative to the wait-list control group and maintained at a 4-month follow-up. More modest evidence was found for generalization of SST to the school setting.