A social-cognitive intervention program for students with autism in mainstream school

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

Research output: Contribution to conferencePosterOtherpeer-review

Abstract

Introduction:Promoting occupational development and performance that includessocial participation for students with a disability is one of the core roles of school-based occupational therapy (Rodger & Ziviani, 2006).Objectives:This study explored the efficacy of a social-cognitive intervention pro-gram for students with Autism Spectrum Disorder (ASD) in mainstream school.Methods:Forty-five students with ASD (mean age=9.91 years) attended a 10 weekssocial cognitive intervention program. Social Skills Improvement System RatingScales, Goal Attainment Scaling (GAS), Strange stories tests and Theory of MindInventory was administered at baseline, immediately after the program and post 2-months. Changes in social skills, theory of mind and friendship quality were exploredthrough between-group and within-group comparison from pre-test to post-test andfrom pre-test to 2-month follow-up.Results:There were significant positive gains in social skills and theory of mindknowledge and in individualized goals (of GAS), and there were further gains aftertwo months.Conclusion:This study has added to the understanding of the potential impact ofsocial skills programs run in school
Original languageEnglish
Pages119
Number of pages1
DOIs
Publication statusPublished - 2 Jul 2019
EventOccupational Therapy Australia National Conference and Exhibition 2019: Together Towards Tomorrow - International Convention Centre, Sydney, Australia
Duration: 10 Jul 201912 Jul 2019
Conference number: 28th
http://www.otaus2019.com.au/events/occupational-therapy-australia-28th-national-conference-and-exhibition-2019/event-summary-de4c35633e774e10beab607c7ad481cf.aspx

Conference

ConferenceOccupational Therapy Australia National Conference and Exhibition 2019
CountryAustralia
CitySydney
Period10/07/1912/07/19
Internet address

Keywords

  • occupational therapy
  • children
  • Autism spectrum disorde
  • Social skills training
  • primary school

Cite this

Cheung, P. P. P., Brown, T., Yu, M-L., & Siu, A. M. H. (2019). A social-cognitive intervention program for students with autism in mainstream school. 119. Poster session presented at Occupational Therapy Australia National Conference and Exhibition 2019, Sydney, Australia. https://doi.org/10.1111/1440-1630.12587
Cheung, Pui Pui Phoebe ; Brown, Ted ; Yu, Mong-Lin ; Siu, Andrew M. H. / A social-cognitive intervention program for students with autism in mainstream school. Poster session presented at Occupational Therapy Australia National Conference and Exhibition 2019, Sydney, Australia.1 p.
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abstract = "Introduction:Promoting occupational development and performance that includessocial participation for students with a disability is one of the core roles of school-based occupational therapy (Rodger & Ziviani, 2006).Objectives:This study explored the efficacy of a social-cognitive intervention pro-gram for students with Autism Spectrum Disorder (ASD) in mainstream school.Methods:Forty-five students with ASD (mean age=9.91 years) attended a 10 weekssocial cognitive intervention program. Social Skills Improvement System RatingScales, Goal Attainment Scaling (GAS), Strange stories tests and Theory of MindInventory was administered at baseline, immediately after the program and post 2-months. Changes in social skills, theory of mind and friendship quality were exploredthrough between-group and within-group comparison from pre-test to post-test andfrom pre-test to 2-month follow-up.Results:There were significant positive gains in social skills and theory of mindknowledge and in individualized goals (of GAS), and there were further gains aftertwo months.Conclusion:This study has added to the understanding of the potential impact ofsocial skills programs run in school",
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Cheung, PPP, Brown, T, Yu, M-L & Siu, AMH 2019, 'A social-cognitive intervention program for students with autism in mainstream school' Occupational Therapy Australia National Conference and Exhibition 2019, Sydney, Australia, 10/07/19 - 12/07/19, pp. 119. https://doi.org/10.1111/1440-1630.12587

A social-cognitive intervention program for students with autism in mainstream school. / Cheung, Pui Pui Phoebe; Brown, Ted; Yu, Mong-Lin; Siu, Andrew M. H.

2019. 119 Poster session presented at Occupational Therapy Australia National Conference and Exhibition 2019, Sydney, Australia.

Research output: Contribution to conferencePosterOtherpeer-review

TY - CONF

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N1 - Cheung, P. P. P., Brown, T., Yu, M-L., Siu, A. M. H. (2019). A social-cognitive intervention program for students with autism in mainstream school. Australian Occupational Therapy Journal, 66(Suppl. 1), 119. Paper presented at the Occupational Therapy Australia 28th National Conference and Exhibition “Together Towards Tomorrow”, 10–12 July 2019, International Convention Centre, Sydney, NSW, Australia. https://doi.org/10.1111/1440-1630.12587

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AB - Introduction:Promoting occupational development and performance that includessocial participation for students with a disability is one of the core roles of school-based occupational therapy (Rodger & Ziviani, 2006).Objectives:This study explored the efficacy of a social-cognitive intervention pro-gram for students with Autism Spectrum Disorder (ASD) in mainstream school.Methods:Forty-five students with ASD (mean age=9.91 years) attended a 10 weekssocial cognitive intervention program. Social Skills Improvement System RatingScales, Goal Attainment Scaling (GAS), Strange stories tests and Theory of MindInventory was administered at baseline, immediately after the program and post 2-months. Changes in social skills, theory of mind and friendship quality were exploredthrough between-group and within-group comparison from pre-test to post-test andfrom pre-test to 2-month follow-up.Results:There were significant positive gains in social skills and theory of mindknowledge and in individualized goals (of GAS), and there were further gains aftertwo months.Conclusion:This study has added to the understanding of the potential impact ofsocial skills programs run in school

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KW - children

KW - Autism spectrum disorde

KW - Social skills training

KW - primary school

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DO - https://doi.org/10.1111/1440-1630.12587

M3 - Poster

SP - 119

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Cheung PPP, Brown T, Yu M-L, Siu AMH. A social-cognitive intervention program for students with autism in mainstream school. 2019. Poster session presented at Occupational Therapy Australia National Conference and Exhibition 2019, Sydney, Australia. https://doi.org/10.1111/1440-1630.12587