Department of Psychiatry, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands.
Accare, University Center for Child and Adolescent Psychiatry, PO Box 660, 9700 AR, Groningen, The Netherlands.
J Autism Dev Disord. 2021 Jun;51(6):2004-2018. doi: 10.1007/s10803-020-04678-y.
With Latent Class Analysis applied on data of 98 children with autism spectrum disorder (ASD) (9-12 years; 17 girls) participating in social skills training (SST) in a randomized controlled trial (Dekker et al. 2019), four subgroups were detected, based on social-communicative skills before, and response patterns to training. Two subgroups improved after SST. Characterizing the subgroups based on participant and intervention characteristics showed that improvement was related to lower parent-reported perceived difficulty of social-communicative skills at start, higher verbal ability, younger age and milder symptoms of ASD and anxiety. The lowest performing non-improving subgroup participated more often in SST without parent/teacher involvement, compared to all other subgroups. Response to SST in ASD seems to vary depending on participant characteristics.
运用潜在类别分析方法，对参加社交技能训练（Dekker 等人，2019）的 98 名自闭症谱系障碍（ASD）儿童（9-12 岁；17 名女孩）的数据进行分析，根据训练前的社交沟通技能和对训练的反应模式，发现了四个亚组。两个亚组在 SST 后得到了改善。根据参与者和干预特点对亚组进行特征描述表明，改善与开始时父母报告的社交沟通技能感知难度较低、语言能力较高、年龄较小、ASD 和焦虑症状较轻有关。表现最差的非改善亚组与其他所有亚组相比，在没有父母/教师参与的情况下，更频繁地参加 SST。ASD 对 SST 的反应似乎取决于参与者的特点。
