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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: Matthew D Lerner; Amori Yee Mikami; Karen Levine
Verlag: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Ausgabe/Format Artikel Artikel : English
Veröffentichung:Autism: The International Journal of Research and Practice, v15 n1 p21-42 Jan 2011
Datenbank:ERIC Die ERIC-Datenbank ist eine Initiative des U.S. Departements of Education
Andere Datenbanken: MEDLINEBritish 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: Matthew D Lerner; Amori Yee Mikami; Karen Levine
ISSN:1362-3613
Sprachhinweis: English
Identifikator: 774708411
Auszeichnungen:
Beschreibung: 22

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. (Contains 2 figures, 4 tables, and 3 footnotes.)

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