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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.

Autor: MD Lerner Afiliación: 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
Edición/Formato: Artículo Artículo : Inglés (eng)
Publicación:Autism : the international journal of research and practice, 2011 Jan; 15(1): 21-42
Base de datos:De MEDLINE®/PubMed®, una base de datos de la Biblioteca Nacional de Medicina de los Estados Unidos.
Otras bases de datos: WorldCatBritish Library SerialsWorldCatWorldCat
Resumen:
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  Leer más
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Detalles

Tipo de documento: Artículo
Todos autores / colaboradores: MD Lerner Afiliación: 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
Nota del idioma: English
Identificador único: 704845233
Premios:

Resumen:

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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Primary Entity

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