Abstract
This paper reports the findings of a 20-week social adjustment enhancement curriculum for boys aged 8-12. The curriculum was designed to address three areas hypothesized to be deficient in persons with HFA, AS, and PDDNOS: emotion recognition and understanding; theory of mind; and executive functions/real life type problem solving. Parents attended a semi-structured concurrent psychoeducational training meeting during children's sessions. Statistically significant improvements in facial expression recognition, and problem solving were reported for intervention group children compared to waiting list control group children. For the intervention group (the only group for whom data were available), older and less cognitively able boy's scores on a depression inventory decreased significantly more than younger children's. Mother's depression scores tended to decrease and there were significant reductions in child problem behaviors reported. Results are discussed in the context of individual differences in participant cognitive levels and profiles, symptom severity, and affect-related variables.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 649-668 |
| Number of pages | 20 |
| Journal | Journal of Autism and Developmental Disorders |
| Volume | 34 |
| Issue number | 6 |
| DOIs | |
| State | Published - Dec 2004 |
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Keywords
- Asperger's syndrome
- High functioning autism
- intervention
- PDDNOS
- social skills
- training groups
ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
Cite this
A social adjustment enhancement intervention for high functioning autism, Asperger's syndrome, and pervasive developmental disorder NOS. / Friedman, Marjorie Solomon; Goodlin-Jones, Beth L.; Anders, Thomas F.
In: Journal of Autism and Developmental Disorders, Vol. 34, No. 6, 12.2004, p. 649-668.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A social adjustment enhancement intervention for high functioning autism, Asperger's syndrome, and pervasive developmental disorder NOS
AU - Friedman, Marjorie Solomon
AU - Goodlin-Jones, Beth L.
AU - Anders, Thomas F.
PY - 2004/12
Y1 - 2004/12
N2 - This paper reports the findings of a 20-week social adjustment enhancement curriculum for boys aged 8-12. The curriculum was designed to address three areas hypothesized to be deficient in persons with HFA, AS, and PDDNOS: emotion recognition and understanding; theory of mind; and executive functions/real life type problem solving. Parents attended a semi-structured concurrent psychoeducational training meeting during children's sessions. Statistically significant improvements in facial expression recognition, and problem solving were reported for intervention group children compared to waiting list control group children. For the intervention group (the only group for whom data were available), older and less cognitively able boy's scores on a depression inventory decreased significantly more than younger children's. Mother's depression scores tended to decrease and there were significant reductions in child problem behaviors reported. Results are discussed in the context of individual differences in participant cognitive levels and profiles, symptom severity, and affect-related variables.
AB - This paper reports the findings of a 20-week social adjustment enhancement curriculum for boys aged 8-12. The curriculum was designed to address three areas hypothesized to be deficient in persons with HFA, AS, and PDDNOS: emotion recognition and understanding; theory of mind; and executive functions/real life type problem solving. Parents attended a semi-structured concurrent psychoeducational training meeting during children's sessions. Statistically significant improvements in facial expression recognition, and problem solving were reported for intervention group children compared to waiting list control group children. For the intervention group (the only group for whom data were available), older and less cognitively able boy's scores on a depression inventory decreased significantly more than younger children's. Mother's depression scores tended to decrease and there were significant reductions in child problem behaviors reported. Results are discussed in the context of individual differences in participant cognitive levels and profiles, symptom severity, and affect-related variables.
KW - Asperger's syndrome
KW - High functioning autism
KW - intervention
KW - PDDNOS
KW - social skills
KW - training groups
UR - http://www.scopus.com/inward/record.url?scp=11144298112&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=11144298112&partnerID=8YFLogxK
U2 - 10.1007/s10803-004-5286-y
DO - 10.1007/s10803-004-5286-y
M3 - Article
C2 - 15679185
AN - SCOPUS:11144298112
VL - 34
SP - 649
EP - 668
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 0162-3257
IS - 6
ER -