Effectiveness of Manualised Interpersonal Problem-Solving Skills Intervention for Children with Autism Spectrum Disorder (ASD)
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| Název: | Effectiveness of Manualised Interpersonal Problem-Solving Skills Intervention for Children with Autism Spectrum Disorder (ASD) |
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| Autoři: | Bonete Román, Saray, Molinero Caparrós, Clara, Mata, Sara, Calero, María Dolores, Gómez Pérez, María del Mar |
| Zdroj: | DDFV. Repositorio Institucional de la Universidad Francisco de Vitoria instname Universidad Francisco de Vitoria DDFV: Repositorio Institucional de la Universidad Francisco de Vitoria Redined, Red de Información Educativa Ministerio de Educación, Cultura y Deporte (MECD) Redined. Red de Información Educativa Digibug. Repositorio Institucional de la Universidad de Granada Universidad de Granada (UGR) |
| Informace o vydavateli: | Grupo Editorial Psicofundación, 2016. |
| Rok vydání: | 2016 |
| Témata: | Niños en edad escolar, Autism Spectrum Disorder, relaciones interpersonales, autista, niño, Social problem-solving skills training, Intervención en grupo, Entrenamiento en resolución de problemas, Group intervention, Autism Spectrum Disorders, destreza, Asperger syndrome, Síndrome de Asperger, Asperger Syndrome, School-aged children, intervención, School-age children, solución de conflictos, Niños, Trastornos del Espectro Autista, Trastorno del Espectro Autista |
| Popis: | Children with Autism spectrum disorders (ASD) frequently present a defi cit in interpersonal and social problem solving skills. The Interpersonal Problem-Solving Skills Programme for Children (SCIChildren) comprises 10 weekly, one hour sessions working on interpersonal abilities from a mediation strategy for training purposes. Method: The fi rst study explores the effectiveness of training through pre- and post-treatment evaluations of a sample of 22 children with ASD (7-13 years of age). The second study replicates the programme with 15 children who were assessed three times (three months before the programme starts, at the beginning of the training and at the end of it). Results: In the fi rst study, signifi cant differences were found in outcome measures (a parent-report subscale of a socialisation measure and child performance on one subscale and total scores of an interpersonal problem-solving skills task). Results in the second study showed no signifi cant changes in absence of the treatment during the waiting period and signifi cant changes after the treatment in the socialisation measure. Conclusions: These fi ndings suggest that the SCI-Children program causes positive impact on the participants. Further evaluation is warranted. post-print 320 KB |
| Druh dokumentu: | Article |
| Popis souboru: | application/pdf |
| ISSN: | 1886-144X 0214-9915 |
| DOI: | 10.7334/psicothema2015.206 |
| Přístupová URL adresa: | http://hdl.handle.net/10641/1858 http://hdl.handle.net/10641/1204 http://www.psicothema.com/pdf/4328.pdf http://hdl.handle.net/11162/122497 https://dialnet.unirioja.es/servlet/articulo?codigo=5606259 https://www.ncbi.nlm.nih.gov/pubmed/27448265 http://www.redalyc.org/articulo.oa?id=72746510013 http://ddfv.ufv.es/xmlui/handle/10641/1204 https://pubmed.ncbi.nlm.nih.gov/27448265/ https://redined.mecd.gob.es/xmlui/handle/11162/122497 https://hdl.handle.net/10481/94684 https://hdl.handle.net/10641/1204 https://hdl.handle.net/10641/1858 |
| Rights: | CC BY NC ND |
| Přístupové číslo: | edsair.doi.dedup.....ab0344f835b731a03ae49dc41fa93ac8 |
| Databáze: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstrakt: | Children with Autism spectrum disorders (ASD) frequently present a defi cit in interpersonal and social problem solving skills. The Interpersonal Problem-Solving Skills Programme for Children (SCIChildren) comprises 10 weekly, one hour sessions working on interpersonal abilities from a mediation strategy for training purposes. Method: The fi rst study explores the effectiveness of training through pre- and post-treatment evaluations of a sample of 22 children with ASD (7-13 years of age). The second study replicates the programme with 15 children who were assessed three times (three months before the programme starts, at the beginning of the training and at the end of it). Results: In the fi rst study, signifi cant differences were found in outcome measures (a parent-report subscale of a socialisation measure and child performance on one subscale and total scores of an interpersonal problem-solving skills task). Results in the second study showed no signifi cant changes in absence of the treatment during the waiting period and signifi cant changes after the treatment in the socialisation measure. Conclusions: These fi ndings suggest that the SCI-Children program causes positive impact on the participants. Further evaluation is warranted. post-print 320 KB |
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| ISSN: | 1886144X 02149915 |
| DOI: | 10.7334/psicothema2015.206 |