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Descriptors:
Intervention; Adolescents; Anxiety; Interpersonal Competence; Autism; Pervasive Developmental Disorders; Symptoms (Individual Disorders); Severity (of Disability); Outcomes of Treatment; Antisocial Behavior; Parents; Social Behavior; Program Effectiveness; Social Development

Abstract:
Anxiety is common among adolescents with autism spectrum disorders (ASD) and may amplify the core social disability, thus necessitating combined treatment approaches. This pilot, randomized controlled trial evaluated the feasibility and preliminary outcomes of the Multimodal Anxiety and Social Skills Intervention (MASSI) program in a sample of 30 adolescents with ASD and anxiety symptoms of moderate or greater severity. The treatment was acceptable to families, subject adherence was high, and therapist fidelity was high. A 16 % improvement in ASD social impairment (within-group effect size = 1.18) was observed on a parent-reported scale. Although anxiety symptoms declined by 26 %, the change was not statistically significant. These findings suggest MASSI is a feasible treatment program and further evaluation is warranted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Video Technology; Intervention; Autism; Preschool Teachers; Social Development; Preschool Children; Attention Span; Child Development; Parents; Program Effectiveness; Pervasive Developmental Disorders; Comparative Analysis; Parent Child Relationship; Mothers; Outcomes of Treatment; Interaction; Teacher Student Relationship

Abstract:
Background: Deficits in joint attention (JA) and joint engagement (JE) represent a core problem in young children with autism as these affect language and social development. Studies of parent-mediated and specialist-mediated JA-intervention suggest that such intervention may be effective. However, there is little knowledge about the success of the intervention when done in preschools. Aim: Assess the effects of a preschool-based JA-intervention. Methods: 61 children (48 males) with autistic disorder (29-60 months) were randomized to either 8 weeks of JA-intervention, in addition to their preschool programs (n = 34), or to preschool programs only (n = 27). The intervention was done by preschool teachers with weekly supervision by trained counselors from Child and Adolescent Mental Health Clinics (CAMHC). Changes in JA and JE were measured by blinded independent testers using Early Social Communication Scale (ESCS) and video taped preschool teacher-child and mother-child play at baseline and post-intervention. Clinical trials registration: Clinicaltrials.gov: NCT00378157. Results: Intention-to-treat analysis showed significant difference between the intervention and the control group, with the intervention group yielding more JA initiation during interaction with the preschool teachers. The effect generalized to significantly longer duration of JE with the mothers. Conclusions: This is the first randomized study to show positive and generalized effects of preschool-based JA-intervention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Asperger Syndrome; Autism; Improvement; Psychological Patterns; Interpersonal Competence; Research Reports; Comparative Analysis; Outcomes of Treatment; Research Problems; Pervasive Developmental Disorders; Literature Reviews; Emotional Development; Social Development; Research Methodology

Abstract:
Precise educational interventions are the sine qua non of services for students with exceptionalities. Applying interventions riddled with inconsistencies, therefore, interferes with the growth and learning potential of students who need these interventions. This research synthesis documents the inconsistencies revealed during a critical analysis of the procedures and outcomes of emotion intervention studies for individuals with Autistic Disorder and Asperger's Disorder. The authors examined all peer-reviewed emotion intervention studies published in English between 1985 and 2010 in the PsycInfo, ERIC, and Medline databases (N = 24). It is noteworthy that while 96% of studies reported improvements in emotion abilities post-intervention, these improvements were notably limited in the majority of cases and many studies demonstrated methodological inconsistencies. Specific suggestions are made for mitigating such inconsistencies in order to provide individuals with Autistic Disorder and Asperger's Disorder the best opportunity to master and successfully implement social/emotional skills. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Children; Autism; Elementary School Students; Pervasive Developmental Disorders; Summer Programs; Intervention; Parent Student Relationship; Fidelity; Interpersonal Competence; Skill Development; Achievement Gains; Communication Skills; Nonverbal Communication; Emotional Response; Outcomes of Treatment

Abstract:
This study examined the feasibility and initial efficacy of a comprehensive school-based intervention (CSBI) for 12 children with high-functioning autism spectrum disorders, aged 6 to 9 years. Treatment included a 3-week summer preparation program followed by a 10-month CSBI, comprising social skills groups, therapeutic activities, face and voice emotion recognition instruction, an individual daily note, and parent training. Feasibility was supported in high levels of treatment fidelity and teacher- and parent-reported acceptability and satisfaction. Pre-post comparisons suggested that children significantly improved their knowledge of target social skills, ability to identify emotions in facial and vocal expressions taught in the program, and broader emotion recognition skills in child faces. According to parent and teacher ratings, children displayed gains in their use of target social skills and broader social performance. Parents also reported a significant reduction in autism spectrum disorder-related features. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Autism; Interpersonal Competence; Pervasive Developmental Disorders; Social Development; Skill Development; Affective Behavior; Comparative Analysis; Knowledge Level; Program Effectiveness; Social Behavior; Generalization; Sociometric Techniques; Parent Attitudes; Friendship; Peer Relationship; Interaction; Family Environment; Males; Child Behavior; Symptoms (Individual Disorders); Severity (of Disability)

Abstract:
This study examined the effects of two social skills interventions, Sociodramatic Affective Relational Intervention (SDARI) and Skillstreaming, to compare their treatment mechanisms, social performance- and knowledge-training. A total of 13 youth with autism spectrum disorders were randomly assigned to 4 weeks of 1-day/week SDARI or Skillstreaming. Groups were matched on parent and child demographics, and intervention staff training. Participants were assessed on social behavior during treatment sessions, peer sociometrics, staff-reported social skills, and parent-reported social skill generalization. Results indicated that both groups increased in reciprocated friendship nominations and staff-reported social skills. Relative to Skillstreaming participants, SDARI participants liked and interacted more with each other after a single session. However, Skillstreaming participants increased in peer liking and interaction over the course of the intervention; SDARI participants decreased slightly. Parents reported no change in social functioning at home. Implications for research and practice are discussed. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Developmental Delays; Interaction; Quasiexperimental Design; Fidelity; Participant Characteristics; Outcomes of Treatment; Program Effectiveness; Generalization; Sustainability; Program Implementation; Literature Reviews; Meta Analysis; Behavior Change; Parenting Skills; Parenting Styles; Synthesis; Sample Size; Research Design; Interaction Process Analysis; At Risk Students; Emotional Response; Social Development; Interpersonal Communication; Journal Articles

Abstract:
The purpose of this article is to synthesize the available studies regarding responsive interaction intervention (RII) for children with or at risk for developmental delays with a focus on six dimensions: (a) the characteristics of participants, (b) the features of RII, (c) the measurement of treatment fidelity, (d) the overall effectiveness of RII as reflected by the percentage of studies reporting significant changes in adult or child outcomes, (e) the measurement of maintenance and generalization of RII effects, and (f) the social validity or level of acceptability. Through a search of articles from 1990 to 2010, the authors identified 26 studies (31 articles) employing group experimental or quasiexperimental designs incorporating these dimensions. Overall, the results of the reviewed studies indicated that implementation of RII resulted in significant positive changes in adults' responsive behaviors and children's emotional and social-communicative outcomes. Although the most frequently reported child outcomes were in the social-communication domain, the most consistently significant positive outcomes for parent and child outcomes were in the emotional domain. The authors identify several gaps in this literature and suggest areas where research is needed. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Autism; Social Cognition; Intervention; Adults; Pervasive Developmental Disorders; Social Development; Psychological Patterns; Behavior Modification; Literature Reviews; Program Effectiveness

Abstract:
Individuals with autism spectrum disorders (ASD) spend the majority of their lives as adults, and psychosocial interventions show promise for improving outcomes in this population. This research conducted a systematic review of all peer-review studies evaluating psychosocial interventions for adults with ASD. A total of 1,217 studies were reviewed, only 13 met inclusion criteria. The majority of studies were single case studies or non-randomized controlled trials, and most focused on applied behavior analysis or social cognition training. Effects of psychosocial treatment in adults with ASD were largely positive ranging from d = 0.14-3.59, although the quantity and quality of studies is limited. There is substantial need for the rigorous development and evaluation of psychosocial treatments for adults with ASD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Interpersonal Competence; Autism; Research Design; Video Technology; Skill Development; Severe Mental Retardation; Pervasive Developmental Disorders; Adults; Intervention; Peer Influence; Teaching Methods; Research Methodology

Abstract:
Social skills are important treatment targets for individuals with autism spectrum disorders (ASD) across the lifespan. However, few treatments are available for adolescents and adults with ASD who also have severe to profound intellectual disability (S/PID). Several social skill interventions have been described that may improve social skills in this population, including video modeling, developmental, peer-mediated, behavioral, and structured teaching interventions. However, significant challenges in research design and methodology exist across these studies. This paper reviews research examining social skill interventions for youth and adults with ASD and S/PID and points out weaknesses and challenges in this literature. We propose a developmental framework of adapting early childhood interventions for use with youth and adults with ASD and S/PID as one starting point for intervention development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interpersonal Competence; Communication Skills; Play; Child Behavior; Behavior Modification; Intervention; Autism; Pervasive Developmental Disorders; Outcomes of Treatment; Preschool Children

Abstract:
This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication And Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of interventions implemented in school settings is important. In clinical settings, interventions targeting social-communication and play behaviors have increased these skills and impacted later language abilities. Results of this single-case design study indicated the ASAP intervention had a positive impact on social-communication and play skills for three preschoolers with ASD. All participants showed either increases in frequency or more stability in targeted behaviors. Social validity results provide additional support for the use of ASAP with preschoolers with ASD. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Interpersonal Competence; Communication Skills; Play; Child Behavior; Behavior Modification; Intervention; Autism; Pervasive Developmental Disorders; Outcomes of Treatment; Preschool Children

Abstract:
This study evaluates an intervention targeting social-communication and play skills (Advancing Social-communication and Play; ASAP) implemented by school staff in a public preschool setting. With increases in enrollment of children with autism spectrum disorder (ASD) in school systems, establishing the effectiveness and feasibility of interventions implemented in school settings is important. In clinical settings, interventions targeting social-communication and play behaviors have increased these skills and impacted later language abilities. Results of this single-case design study indicated the ASAP intervention had a positive impact on social-communication and play skills for three preschoolers with ASD. All participants showed either increases in frequency or more stability in targeted behaviors. Social validity results provide additional support for the use of ASAP with preschoolers with ASD. An Overview of ASAP Intervention is appended. (Contains 4 tables and 1 figure.) [This paper was also published in "Autism," v16, n1, p27-44, 2012.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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