Ong Sing Yee, Roslan Samsilah, Ahmad Nor Aniza, Ayub Ahmad Fauzi Mohd, Ping Chen Lee, Zaremohzzabieh Zeinab, Ahrari Seyedali
Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan 43400, Malaysia.
Department of Psychology, School of Medicine, International Medical University, Kuala Lumpur 57000, Malaysia.
Int J Environ Res Public Health. 2021 Mar 4;18(5):2566. doi: 10.3390/ijerph18052566.
: This study evaluates the effectiveness of parent-assisted children's friendship training intervention for enhancing friendship quality and social skills among children with autism spectrum disorders (ASD). We conducted a quasi-experimental study to investigate the effective outcomes of social skills and friendship quality in the pre-and post-parent-assisted CFT intervention phases; : to conduct a 12-week field session, 30 children with their parents were selected. The Social Skills Improvement System Rating Scales and the Quality of Play Questionnaire-Parent were used to assess the effectiveness of the parent-assisted children's friendship training during pre-and post-intervention. A semi-structured interview with parents was conducted at the end of the session; : findings revealed that intervention improved the social skills of these children. Additionally, the friendship quality of children with ASD improved before and after the intervention, however, engagement remained unchanged. Parents also showed some sort of improvement after the session as they reported a heightened sense of fear and resistance, awareness, learning and adjustment, change is not easy, and identifying support; : there was clear evidence that children with ASD benefitted from parent-assisted CFTs in terms of social skills and friendship quality. However, larger and controlled studies are required to draw firm conclusions about this kind of intervention.
本研究评估家长辅助儿童友谊训练干预对提高自闭症谱系障碍（ASD）儿童友谊质量和社交技能的有效性。我们进行了一项准实验研究，以调查在家长辅助儿童友谊训练干预的前后阶段社交技能和友谊质量的有效结果；进行为期12周的实地课程，选取了30名儿童及其家长。使用社交技能改进系统评定量表和游戏质量问卷-家长版来评估干预前后家长辅助儿童友谊训练的有效性。在课程结束时对家长进行了半结构化访谈；结果显示干预提高了这些儿童的社交技能。此外，ASD儿童的友谊质量在干预前后有所改善，然而，参与度保持不变。家长在课程结束后也表现出某种程度的改善，因为他们报告说恐惧和抵触感增强、意识提高、学习和调整、改变不容易以及确定支持；有明确证据表明，ASD儿童在社交技能和友谊质量方面受益于家长辅助的儿童友谊训练。然而，需要更大规模的对照研究才能对这种干预得出确凿结论。
