A social-cognitive intervention program for adolescents with autism: A pilot study

Pui Pui Phoebe Cheung, Andrew M.H. Siu, Ted Brown, Mong-lin Yu

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This pilot study explored the efficacy of a social-cognitive intervention program for adolescents with Autism Spectrum Disorder (ASD). Seven adolescents with ASD (mean age = 12.57 years) attended a school-based 10-week program. Social Skills Improvement System Rating Scales, Goal Attainment Scaling (GAS), and Theory of Mind Inventory were administered at baseline, immediately after the program, and post 2-months. There were significant positive gains in Theory of Mind knowledge and in individualized goals (of GAS), and there were further gains after 2 months. Qualitative evaluation was conducted by a focus group interview with parents of participants. Consistent with the quantitative findings, parents observed that their children have increased knowledge of social skills, socialize more with friends, and had increase in positive social behavior. On the other hand, they perceived an even more intensive and ongoing program could further benefit their children. This study has added to the understanding of the potential impact of social skills programs run in school.

Original languageEnglish
Pages (from-to)37-48
Number of pages12
JournalJournal of Occupational Therapy, Schools, & Early Intervention
Volume11
Issue number1
DOIs
Publication statusPublished - 2 Jan 2018

Keywords

  • autism
  • occupational therapy
  • school-based practice
  • social skills
  • Theory of Mind

Cite this

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title = "A social-cognitive intervention program for adolescents with autism: A pilot study",
abstract = "This pilot study explored the efficacy of a social-cognitive intervention program for adolescents with Autism Spectrum Disorder (ASD). Seven adolescents with ASD (mean age = 12.57 years) attended a school-based 10-week program. Social Skills Improvement System Rating Scales, Goal Attainment Scaling (GAS), and Theory of Mind Inventory were administered at baseline, immediately after the program, and post 2-months. There were significant positive gains in Theory of Mind knowledge and in individualized goals (of GAS), and there were further gains after 2 months. Qualitative evaluation was conducted by a focus group interview with parents of participants. Consistent with the quantitative findings, parents observed that their children have increased knowledge of social skills, socialize more with friends, and had increase in positive social behavior. On the other hand, they perceived an even more intensive and ongoing program could further benefit their children. This study has added to the understanding of the potential impact of social skills programs run in school.",
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A social-cognitive intervention program for adolescents with autism : A pilot study. / Cheung, Pui Pui Phoebe; Siu, Andrew M.H.; Brown, Ted; Yu, Mong-lin.

In: Journal of Occupational Therapy, Schools, & Early Intervention, Vol. 11, No. 1, 02.01.2018, p. 37-48.

Research output: Contribution to journalArticleResearchpeer-review

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