Brief report: individual social-multi-modal intervention for HFASD.
This research is the first part of a 2-year cognitive-behavioral-ecological (CB-E) social skills training for high-functioning children with autism spectrum disorder (HFASD). Current study examined efficacy of an individual CB-E intervention in facilitating children's dyadic interactions (immediately after treatment and 4 months later) and their social cognition capabilities (e.g., emotion understanding and recognition, social problem solving). Participants were 19 HFASD children aged 7 years and 7 months to 11 years and 6 months. Results demonstrated improvement in children's social cognition and positive dyadic interaction and decrease in children's low-level social interaction behavior. Long-term evaluation revealed maintenance of improvement. Progress in children's cooperation, self-control, and assertiveness was reported by their teachers. Discussion focused on CB-E intervention efficacy in promoting integral social functioning for HF children with ASD.
Bauminger
Nirit
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School of Education, Bar-Ilan University, Ramat-Gan, 52900, Israel. bauminn@mail.biu.ac.il
D020817:Asperger Syndrome / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D001321:Autistic Disorder / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D002648:Child; D015928:Cognitive Behavioral Therapy; D003131:Combined Modality Therapy; D004644:Emotions; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007360:Intelligence; D007398:Interpersonal Relations; D008132:Loneliness / Q000523:psychology; D008297:Male; D010379:Peer Group; D018187:Personal Construct Theory; D010552:Personality Assessment; D011340:Problem Solving; D012649:Self Concept; D012919:Social Behavior; D016896:Treatment Outcome