Peers, play and performance to improve social interaction in autism

同伴、游戏和表现可改善自闭症患者的社交互动

基本信息

批准号：
8507878
负责人：
Blythe Anne Corbett
金额：
$ 23.4万
依托单位：
VANDERBILT UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-07-01 至 2016-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8507878
关键词：
Address Adolescent Anxiety Autistic Disorder Behavior Behavioral Biological Categories Child Code Combined Modality Therapy Community Services Control Groups Data Distal Emotions Environment Familiarity Future Goals Grant Home environment Impairment Intervention Knowledge Learning Life Long-Term Effects Maintenance Manuals Measurement Measures Mediating Methods Mind Modeling Motivation Parents Participant Patient Self-Report Perception Performance Pilot Projects Play Probability Procedures Protocols documentation Randomized Reciprocal Social Interaction Relative (related person)Reporting Role playing therapy Schools Social Development Social Functioning Social Interaction Social Perception Specific qualifier value Stress Symptoms Teaching Method Techniques Testing Training Waiting Lists Youth autism spectrum disorder base behavior change blind community based treatment community setting face perception flexibility follow-up improved in vivo informant innovation neuropsychological novel strategies peer programs psychosocial public health relevance research study skills social social cognition social skills social stress theories therapy development

项目摘要

DESCRIPTION (provided by applicant): Current psychosocial interventions in autism generally target only specific aspects of social knowledge or functioning. Moreover, promising initial gains often fail to maintain or generalize. Our goal is to address the need for the development of interventions for older children and adolescents with autism spectrum disorders (ASD) in an innovative community-service model. Our treatment combines several well-documented behavioral strategies grouped into three categories (peers, play and performance) shown to have support in past social interventions. The proposal extends promising pilot findings of the SENSE Theatre approach - a synthesis of behavioral approaches with theatrical techniques delivered in a supportive peer-mediated program. Previous studies have shown improvement in social interaction skills and reduced stress. The proposed project will extend the findings using a randomized between-group experiment to more carefully assess whether previously detected changes in social interaction and stress responsivity are due to the treatment and the extent to which these changes generalize and maintain. These questions will be addressed in children and youth with ASD 8 to 16 years. The measurement protocol will assess the acquisition of social interaction skills measured by familiar (therapist, parent, peer) and unfamiliar (blind raters, other peers) informants across proximal (assessment, theatre) and distal (home, playground, school) contexts. Additionally, neuropsychological measures of social cognition/perception will be administered. Finally, we will measure change in social stress responsivity via observational (behavioral coding) and other-report (parental and self) measures. If expected findings are confirmed, this project will provide empirical support for the utilization of peer models in a community-based treatment that has generalized and maintained effects on a set of core deficits that otherwise have life-long consequences for children with ASD.

描述（由申请人提供）：自闭症中当前的心理社会干预通常仅针对社会知识或功能的特定方面。此外，有希望的初始收益通常无法维持或推广。我们的目标是满足为在创新的社区服务模型中为年龄较大的儿童和青少年开发干预措施（ASD）的需求。我们的治疗结合了一些有据可查的行为策略，分为三类（同行，游戏和表现），这些策略在过去的社会干预措施中得到了支持。该提案扩展了有前途的剧院方法的有希望的飞行员发现 - 在支持性的同伴介导的计划中提供的戏剧技术的行为方法的综合。先前的研究表明，社会互动技巧和压力减轻的提高。拟议的项目将使用随机的组间实验扩展发现，以更仔细地评估先前检测到的社会相互作用和压力反应性的变化是否是由于处理以及这些变化在概括和维持的程度所致。这些问题将在8至16岁的ASD儿童和青少年中解决。测量协议将评估熟悉的（治疗师，父母，同伴）和不熟悉的（盲人评估者，其他同伴）线人在近端（评估，戏剧）和远端（家庭，游乐场，学校）环境中衡量的社会互动技能。另外，将采用社会认知/感知的神经心理学措施。最后，我们将通过观察性（行为编码）和其他报告（父母和自我）措施来衡量社会压力响应的变化。如果确认了预期的发现，该项目将为基于社区的治疗中的同伴模型提供经验支持，该治疗对一组核心缺陷进行了概括和维持的影响，这些缺陷否则对ASD儿童产生了终生的后果。