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Socio-dramatic affective-relational intervention for adolescents with asperger syndrome & high functioning autism: pilot study.
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Socio-dramatic affective-relational intervention for adolescents with asperger syndrome & high functioning autism: pilot study.

Verfasser/in: MD Lerner Mitgliedschaft: Department of Psychology, University of Virginia, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904–4400, USA. mdl6e@virginia.edu; AY Mikami; K Levine
Ausgabe/Format Artikel Artikel : Englisch
Veröffentichung:Autism : the international journal of research and practice, 2011 Jan; 15(1): 21-42
Datenbank:Von MEDLINE®/PubMed®,eine Datenbank der U.S. National Library of Medicine.
Andere Datenbanken: ERICBritish Library SerialsECOElsevier
Zusammenfassung:
This study examined the effectiveness of a novel intervention called 'socio-dramatic affective-relational intervention' (SDARI), intended to improve social skills among adolescents with Asperger syndrome and high functioning autism diagnoses. SDARI adapts dramatic training activities to focus on in vivo practice of areas of social skill deficit among this population. SDARI was administered as a six-week summer  Weiterlesen…
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Dokumenttyp: Aufsatz
Alle Autoren: MD Lerner Mitgliedschaft: Department of Psychology, University of Virginia, 102 Gilmer Hall, P.O. Box 400400, Charlottesville, VA 22904–4400, USA. mdl6e@virginia.edu; AY Mikami; K Levine
ISSN:1362-3613
Sprachhinweis: English
Identifikator: 704845233
Auszeichnungen:

Abstract:

This study examined the effectiveness of a novel intervention called 'socio-dramatic affective-relational intervention' (SDARI), intended to improve social skills among adolescents with Asperger syndrome and high functioning autism diagnoses. SDARI adapts dramatic training activities to focus on in vivo practice of areas of social skill deficit among this population. SDARI was administered as a six-week summer program in a community human service agency. Nine SDARI participants and eight age- and diagnosis-group matched adolescents not receiving SDARI were compared on child- and parent-report of social functioning at three week intervals beginning six weeks prior to intervention and ending six weeks post-intervention. Hierarchical Linear Modeling (HLM) was used to estimate growth trends between groups to assess treatment outcomes and post-treatment maintenance. Results indicated significant improvement and post-treatment maintenance among SDARI participants on several measures of child social functioning. Implications for practice and research are discussed.

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