571 Presentation Final
-
Upload
samuel-yelland -
Category
Documents
-
view
167 -
download
0
Transcript of 571 Presentation Final
![Page 1: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/1.jpg)
Introduction:
Social Skills Training for Adolescents with Asperger Syndrome and High-Functioning AutismBy Jeanie Tse, Jack Strulovitch, Vicki Tagalakis, Linyan Meng, Eric Fombonne
Journal of Autism & Developmental Disorders, ©2007 1
![Page 2: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/2.jpg)
Topic: What is autism?(Goldstein & Nagieri, 2007)
• Spectrum of behaviors and developmental difficulties
• Developmental disorder
• Cognitive deficits
• Symptoms:
• Social
• Language
• Repetition or Restricted Interests2
![Page 3: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/3.jpg)
Topic: Criteria for diagnosis (Impairments)
1. Social interactions
•Nonverbal queues, emotions
2. Communication
• Conversation
• Echolalia
• Imaginative play
3. Restricted interest/movements
• Self stimulatory behavior 3
![Page 4: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/4.jpg)
Why is this topic important?
• Social interactions becomes increasingly important
(Kanner, Rodriguez, & Ashenden, 1972; Shopler & Mesibov, 1983)
•Awareness, but lack of ability to fit in
• Anxiety, depression, suicide(Howlin, 2000, Krasny,, Williams, Provencal, & Ozonoff, 2003; Storch, Sulkowski, Nadeau, Lewin, Arnold, Mutch, et al., 2013)
4
![Page 5: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/5.jpg)
Current Interventions (Tse et al, 2007)
Focus:
• Social knowledge & behaviors
• Theory of Mind
• Group format
Deficits
• Few peer reviewed, evidence-based interventions
• Case series
• Lack of valid and reliable tools for assessment 5
![Page 6: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/6.jpg)
Hypothesis
• Teaching social skills to adolescents with
high functioning autism will:
• Increase social functioning,
• Will not effect other behavior problem
areas
6
![Page 7: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/7.jpg)
Methods
• 44 Adolescents (13-18)• clinical sample
• Criteria for inclusion in study • Diagnosis, ability to participate, & desire
• Group curriculum with rules
• Standard sequence of events
• Social skills taught• Conversational
• Hygiene
• Emotional expression 7
![Page 8: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/8.jpg)
SOCIAL SKILLS USED IN GROUP ACTIVITY/ROLE PLAY
![Page 9: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/9.jpg)
Method & Statistics (Measures)Parents were asked to complete three questionnaires (pre/post):
• Social Responsiveness Scale (SRS)
• Aberrant Behavior Checklist (ABC)
• Nisonger Child Behavior Rating Form (N-CBRF)• Social Problems (SP)
• Problem Behaviors (PB)
Participant and Parent Satisfaction Survey (post)
Data analysis:
• Wilcoxon matched pairs test 9
![Page 10: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/10.jpg)
Results & Statistics:
• Sample characteristics (n =44)
• Missing Data
• Feedback Surveys 26 participants
• Pre/post tests
• Attrition
Significant change in:
• Social competence (P<.05 effect: .34 to .46)
• Problems Behaviors (p<.05 subscales, except hyperactivity) 10
![Page 11: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/11.jpg)
11
![Page 12: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/12.jpg)
12
![Page 13: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/13.jpg)
Conclusions & Discussion • Effective
• Parents’ difficulty in assessing social awareness
• Motivation to attend = gains in social competence
• SRS and N-CBRF-PS shows moderate effect.
13
![Page 14: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/14.jpg)
Conclusions & Discussion
• Improvements on some problem behaviors
•Adolescents who completed feedback survey had more improvement
14
![Page 15: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/15.jpg)
Conclusions & Discussion (limitations)
• Sample size
• Control group
• Using only parent report
• different perceptions
• Global adaptive functioning unavailable
• Lack of follow-up data
• Long-term retention, generalizability
• Confound with medication
• Not manualized 15
![Page 16: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/16.jpg)
Conclusion (benefits & future directions)
• Moderate effect size
• Low cost, simple intervention
• Discord with previous findings
• “Real world” setting & need
• More research into psychosocial intervention with manualized interventions
• Randomized, control group
• Parallel group for parents 16
![Page 17: 571 Presentation Final](https://reader033.fdocuments.us/reader033/viewer/2022042509/58ec8e6c1a28ab7f178b45d3/html5/thumbnails/17.jpg)
ReferencesBieber, J. (1994). Learning disabilities and social skills with Richard Lavoie: Last one picked, first one
picked on. Washington, D.C.: Public Broadcasting Service.
Goldstein, S., & Naglieri, J. (2013). Interventions for autism spectrum disorders translating science into practice. New York, NY: Springer.
Gray, C. (1994a). The new social story book. Arlington: Future Horizons.
Gray, C. (1994b). Comic strip conversations. Arlington: Future Horizons.
Howlin, P. (2000). Outcome in adult life for more able individuals with autism or Asperger syndrome. Autism, 4, 63-83.
Kanner, L., Rodriguez, A., & Ashenden, B. (1972) How far can autistic children go in matters of social adaptation? Journal of Autism and Childhood Schizophrenia, 2, 9-322
Krasny, L. Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics of North America,
Storch, E. A., Sulkowski, M. L., Nadeau, J., Lewin, A. B., Arnold, E. B., Mutch, P. J., et al. (2013) The Phenomenology and Clinical Correlates of Suicidal Thoughts and Behaviors in Youth with Autism Spectrum Disorders. Journal of Autism and developmental disorders, 43, 2450–2459.
Schopler, E., & Mesibov, G. B. (1983). Autism in adolescents and adults. New York: Plenum Press.
White,, S. W., Scahill, L., & Ollendick, T. (2013). Multimodal Treatment for Anxiety and Social Skills Difficulties in Adolescents on the Autism Spectrum. CBT for Children and Adolescents with High Functioning Autism Spectrum Disorder. New York, NY: The Gulford Press. 17