简短报告：评估干预对自闭症谱系障碍（ASD）青少年体内同伴互动的影响。
Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD).
作者信息
Dolan Bridget K, Van Hecke Amy V, Carson Audrey M, Karst Jeffrey S, Stevens Sheryl, Schohl Kirsten A, Potts Stephanie, Kahne Jenna, Linneman Nina, Remmel Rheanna, Hummel Emily
机构信息
Department of Psychology, Marquette University, PO Box 1881, Milwaukee, WI, 53201-1881, USA.
Texas Children's Hospital, Houston, TX, USA.
出版信息
J Autism Dev Disord. 2016 Jun;46(6):2251-2259. doi: 10.1007/s10803-016-2738-0.
Abstract
This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596-606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277-1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS.
摘要
本研究旨在通过对患有自闭症谱系障碍（ASD）的青少年参与者与一名发育正常的青少年同伴之间的数字记录社交互动进行编码，评估一项社交技能干预随机对照试验——关系技能教育与强化项目（PEERS：Laugeson等人，《自闭症与发育障碍杂志》，2009年，第39卷第4期，第596 - 606页）的有效性。青少年参与者在治疗前和治疗后进行了10分钟的同伴互动。使用社交技能情境评估（Ratto等人，《自闭症与发育障碍杂志》，2010年，第41卷第9期，第1277 - 1286页）对互动进行编码。完成PEERS项目的参与者在声音表现力方面有显著改善，并且在融洽关系的整体质量方面有改善趋势，而候补名单组的参与者在这些方面表现更差。这种变化的程度与在PEERS项目中获得的知识有关。
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