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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.

Auteur : MD Lerner Affiliation: 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
Édition/format: Article Article : Anglais
Source:Autism : the international journal of research and practice, 2011 Jan; 15(1): 21-42
Autres bases de données: WorldCatWorldCatWorldCatWorldCat
Résumé:
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  Lire la suite...
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Détails

Type de document: Article
Tous les auteurs / collaborateurs: MD Lerner Affiliation: 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
Note sur la langue: English
Identificateur Unique : 704845233
Récompenses:

Résumé:

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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