Long-Term Effect Of Social Skills Training Program For Second Graders

AbstractAlthough parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS® for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1–5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed.

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Yet Another Social Skills Training Program for Children: Why?

PsycCRITIQUES ◽

10.1037/a0026295 ◽

2011 ◽

Vol 56 (48) ◽

Author(s):

Georgette Yetter ◽

Catherine Laterza

Keyword(s):

Social Skills ◽

Training Program ◽

Social Skills Training ◽

Skills Training

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Changes and Growth of Asperger Syndrome Children and Parents Participating in Social Skills Training Program

The Korean Association For Persons With Autism ◽

10.33729/kpap.2018.2.5 ◽

2018 ◽

Vol 18 (2) ◽

pp. 89-119

Author(s):

Sang shin Jeon ◽

Eun kyung Kim

Keyword(s):

Social Skills ◽

Asperger Syndrome ◽

Training Program ◽

Social Skills Training ◽

Skills Training ◽

Children And Parents

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Effects of Small-group Social Skills Training Program on Social Skills and Peer Play Behavior of Children with Autism Spectrum Disorder in Inclusive Environment

Journal of Special Education ◽

10.31863/jse.2018.12.34.2.43 ◽

2018 ◽

Vol 34 (2) ◽

pp. 43-72

Author(s):

Jung-Won Lee ◽

Sang-Shin Jeon

Keyword(s):

Autism Spectrum Disorder ◽

Social Skills ◽

Training Program ◽

Small Group ◽

Social Skills Training ◽

Children With Autism ◽

Skills Training ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Peer Play

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Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE Open ◽

10.1177/21582440211008889 ◽

2021 ◽

Vol 11 (2) ◽

pp. 215824402110088

Author(s):

María Auxiliadora Robles-Bello ◽

David Sánchez-Teruel ◽

Nieves Valalencia-Naranjo ◽

Francisca Barba Colmenero

Keyword(s):

Down Syndrome ◽

Social Skills ◽

Training Program ◽

Social Skills Training ◽

Asperger's Syndrome ◽

Asperger’S Syndrome ◽

Skills Training ◽

Learning Potential ◽

The Social ◽

Study Results

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

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Social Cognition in Rehabilitation Context: Different Evolution of Affective and Cognitive Theory of Mind in Mild Cognitive Impairment

Behavioural Neurology ◽

10.1155/2020/5204927 ◽

2020 ◽

Vol 2020 ◽

pp. 1-9 ◽

Cited By ~ 1

Author(s):

Federica Rossetto ◽

Francesca Baglio ◽

Davide Massaro ◽

Margherita Alberoni ◽

Raffaello Nemni ◽

...

Keyword(s):

Cognitive Impairment ◽

Social Skills ◽

Mild Cognitive Impairment ◽

Theory Of Mind ◽

Cognitive Theory ◽

Term Effect ◽

Home Based ◽

Long Term Effect ◽

High Level

Maintaining social skills such as Theory of Mind (ToM) competences is important to counteract the conversion into dementia in Mild Cognitive Impairment (MCI). Multidimensional nonpharmacological interventions demonstrated their potential in improving cognitive and behavioral abilities; however, little is known about the long-term effect of such interventions on social skills in people with MCI. The aim of this longitudinal study was to monitor ToM competences considering both cognitive and affective domains in an amnestic MCI (aMCI) sample involved in a home-based multistimulation treatment (MST@H). 30 aMCI subjects (M:F=15:15; mean age±SD=77.00±4.60) were enrolled, and three steps of evaluation with neuropsychological tests and ToM tasks have been implemented. 21 healthy controls (HC) were also included (M:F=9:12; mean age±SD=74.95±3.88) to characterize the aMCI sample regarding differences in ToM performance compared to HC at the baseline evaluation. Our results show that the aMCI group statistically significantly underperformed the HC group only in the advanced ToM tasks, confirming an initial decline of high-level ToM competences in this population. The longitudinal evaluation revealed time changes not only in some subcognitive domains of MoCA (memory and executive functions) but also in cognitive and affective ToM dimensions in aMCI subjects. Our findings suggest that cognitive and affective ToM can be considered useful outcome measures to test the long-term effect of treatment over time.

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