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 language | English |
|---|---|
| Pages (from-to) | 119 |
| Number of pages | 1 |
| Journal | Australian Occupational Therapy Journal |
| Volume | 66 |
| Issue number | Suppl 1 |
| DOIs | |
| Publication status | Published - 2 Jul 2019 |
| Event | Occupational Therapy Australia National Conference and Exhibition 2019: Together Towards Tomorrow - International Convention Centre, Sydney, Australia Duration: 10 Jul 2019 → 12 Jul 2019 Conference number: 28th http://www.otaus2019.com.au/events/occupational-therapy-australia-28th-national-conference-and-exhibition-2019/event-summary-de4c35633e774e10beab607c7ad481cf.aspx |
Keywords
- occupational therapy
- children
- Autism spectrum disorde
- Social skills training
- primary school