Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD).
Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD).
复制标题
DOI：
10.1007/s10803-016-2738-0
复制
发表时间：
2016-06
影响因子：
3.9
通讯作者：
Hummel E
中科院分区：
文献类型：
--
作者：
Dolan BK;Van Hecke AV;Carson AM;Karst JS;Stevens S;Schohl KA;Potts S;Kahne J;Linneman N;Remmel R;Hummel E
本研究旨在评估一项社会技能干预的随机对照试验的有效性，即教育和丰富关系技能计划（PEERS：），通过编码ASD青少年参与者与典型发展中的青少年同盟者之间的数字记录社交互动。青少年参与者在治疗前和治疗后进行了10分钟的同伴互动。使用社会技能情境评估（卡斯：）对互动进行编码。完成PEERS的参与者表现出明显改善的声音表现力，以及改善整体融洽关系质量的趋势，而等待名单组的参与者在这些领域表现较差。这种变化的程度与在PEERS中获得的知识有关。
This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS:), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-minute peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (CASS:). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains . The degree of this change was related to knowledge gained in PEERS.