Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-07-2015 | Original Paper

Randomized Controlled Trial of Mind Reading and In Vivo Rehearsal for High-Functioning Children with ASD

Auteurs: Marcus L. Thomeer, Rachael A. Smith, Christopher Lopata, Martin A. Volker, Alanna M. Lipinski, Jonathan D. Rodgers, Christin A. McDonald, Gloria K. Lee

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2015

Abstract

This randomized controlled trial evaluated the efficacy of a computer software (i.e., Mind Reading) and in vivo rehearsal treatment on the emotion decoding and encoding skills, autism symptoms, and social skills of 43 children, ages 7–12 years with high-functioning autism spectrum disorder (HFASD). Children in treatment (n = 22) received the manualized protocol over 12 weeks. Primary analyses indicated significantly better posttest performance for the treatment group (compared to controls) on 3 of the 4 measures of emotion decoding and encoding and these were maintained at 5-week follow-up. Analyses of secondary measures favored the treatment group for 1 of the 2 measures; specifically, ASD symptoms were significantly lower at posttest and follow-up.

vorige artikel Clinical Outcomes of Behavioral Treatments for Pica in Children with Developmental Disabilities

volgende artikel The Use of Sign Language Pronouns by Native-Signing Children with Autism

Alleen toegankelijk voor geautoriseerde gebruikers

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.

Baron-Cohen, S., Golan, O., Wheelwright, S., & Hill, J. J. (2004). Mind reading: The interactive guide to emotions. London: Jessica Kingsley Publishers (www.jkp.com).

Carrow-Woolfolk, E. (1999). Comprehensive Assessment of Spoken Language. Circle Pines, MN: American Guidance Service.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.

Constantino, J. H., & Gruber, C. P. (2005). Social Responsiveness Scale. Los Angeles: Western Psychological Services.

Doi, H., Fujisawa, T. X., Kanai, C., Ohta, H., Yokoi, H., Iwanami, A., et al. (2013). Recognition of facial expressions and prosodic cues with graded emotional intensities in adults with Asperger syndrome. Journal of Autism and Developmental Disorders, 43, 2099–2113. doi:10.1007/s10803-013-1760-8.PubMedCrossRef

Faja, S., Webb, S. J., Jones, E., Merkle, K., Kamara, D., Bavaro, J., et al. (2012). The effects of face expertise training on the behavioral performance and brain activity of adults with high functioning autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 278–293. doi:10.1007/s10803-011-1243-8.PubMedCentralPubMedCrossRef

Golan, O., & Baron-Cohen, S. (2006). Systemizing empathy: Teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18, 591–617. doi:10.1017/S0954579406060305.PubMedCrossRef

Harms, M. B., Martin, A., & Wallace, G. L. (2010). Facial emotion recognition in autism spectrum disorders: A review of behavioral and neuroimaging studies. Neuropsychology Review, 20, 290–322. doi:10.1007/s11065-010-9138-6.PubMedCrossRef

Hopkins, I. M., Gower, M. W., Perez, T. A., Smith, D. S., Amthor, F. R., Wimsatt, F. C., & Biasini, F. J. (2011). Avatar assistant: Improving social skills in students with an ASD through a computer-based intervention. Journal of Autism and Developmental Disorders, 41, 1543–1555. doi:10.1007/s10803-011-1179-z.PubMedCrossRef

LaCava, P. G., Golan, O., Baron-Cohen, S., & Myles, B. S. (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome. Remedial and Special Education, 28(3), 174–181. doi:10.1177/0741932507028030601.CrossRef

LaCava, P. G., Rankin, A., Mahlios, E., Cook, K., & Simpson, R. L. (2010). A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD. Autism, 14(3), 161–178. doi:10.1177/1362361310362085.PubMedCrossRef

Lindner, J. L., & Rosen, L. A. (2006). Decoding of emotion through facial expression, prosody and verbal content in children and adolescents with Asperger’s syndrome. Journal of Autism and Developmental Disorders, 36, 769–777. doi:10.1007/s10803-006-0105-2.PubMedCrossRef

Lopata, C., Thomeer, M. L., Volker, M. A., Nida, R. E., & Lee, G. K. (2008). Effectiveness of a manualized summer social treatment program for high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(5), 890–904. doi:10.1007/s10803-007-0460-7.PubMedCrossRef

Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., et al. (2005). Challenges in evaluating psychosocial interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 695–708. doi:10.1007/s10803-005-0017-6.PubMedCrossRef

Macdonald, H., Rutter, M., Howlin, P., Rios, P., Le Conteur, A., Evered, C., & Folstein, S. (1989). Recognition and expression of emotional cues by autistic and normal adults. Journal of Child Psychology and Psychiatry, 30(6), 863–877. doi:10.1111/j.1469-7610.1989.tb00288.x.CrossRef

Mazefsky, C. A., & Oswald, D. P. (2007). Emotion perception in Asperger’s syndrome and high-functioning autism: The importance of diagnostic criteria and cue intensity. Journal of Autism and Developmental Disorders, 37, 1086–1095. doi:10.1007/s10803-006-0251-6.PubMedCrossRef

Nowicki, S. (1997). Instructional manual for the receptive tests of the Diagnostic Analysis of Nonverbal Accuracy 2. Atlanta, GA: Peachtree.

Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 301–322. doi:10.1007/s10803-012-1571-3.PubMedCrossRef

Ramdoss, S., Machalicek, W., Rispoli, M., Mulloy, A., Lang, R., & O’Reilly, M. (2012). Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 15(2), 119–135. doi:10.3109/17518423.2011.651655.PubMedCrossRef

Reichow, B., Steiner, A. M., & Volkmar, F. (2012). Social skills groups for people aged 6–21 with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, Issue 7. Art. No.: CD008511. doi:10.1002/14651858.CD008511.pub2.

Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149–166. doi:10.1007/s10803-009-0842-0.PubMedCrossRef

Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior Assessment System for Children (2nd ed.). Circle Pines, MN: AGS.

Rutter, M., LeCouteur, A., & Lord, C. (2003). Autism Diagnostic Interview-Revised. Los Angeles: Western Psychological Services.

Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, S., et al. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 37(2), 354–366. doi:10.1007/s10803-006-0173-3.PubMedCrossRef

Tellegen, A., & Briggs, P. F. (1967). Old wine in new skins: Grouping Wechsler subtests into new scales. Journal of Consulting Psychology, 31, 499–506. doi:10.1037/h0024963.PubMedCrossRef

Thomeer, M. L., Lopata, C., Volker, M. A., Toomey, J. A., Lee, G. K., Smerbeck, A. M., et al. (2012). Randomized clinical trial replication of a psychosocial treatment for children with high-functioning autism spectrum disorders. Psychology in the Schools, 49(10), 942–954. doi:10.1002/pits.21647.CrossRef

Thomeer, M. L., Rodgers, J. D., Lopata, C., McDonald, C. A., Volker, M. A., Toomey, J. A., et al. (2011). Open-trial pilot of Mind Reading and in vivo rehearsal for children with HFASDs. Focus on Autism and Other Developmental Disabilities, 26(3), 153–161. doi:10.1177/1088357611414876.CrossRef

Trochim, W. M., Donnelly, J. P., & Arora, K. (2014). Research methods: The essential knowledge base (2nd ed.). Boston, MA: Cengage Learning.

Volker, M. A., Lopata, C., Smith, D. A., & Thomeer, M. L. (2009). Facial encoding of children with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(4), 195–204. doi:10.1177/1088357609347325.CrossRef

Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4th ed.). San Antonio, TX: The Psychological Corporation.

White, S. W., Koenig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868. doi:10.1007/s10803-006-0320-x.CrossRef

White, S. W., Koenig, K., & Scahill, L. (2010). Group social skills instruction for adolescents with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(4), 209–219. doi:10.1177/1088357610380595.CrossRef

Titel: Randomized Controlled Trial of Mind Reading and In Vivo Rehearsal for High-Functioning Children with ASD
Auteurs: Marcus L. Thomeer
Rachael A. Smith
Christopher Lopata
Martin A. Volker
Alanna M. Lipinski
Jonathan D. Rodgers
Christin A. McDonald
Gloria K. Lee
Publicatiedatum: 01-07-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 7/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-015-2374-0

Andere artikelen Uitgave 7/2015

Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD

Brief Report

Clinical Outcomes of Behavioral Treatments for Pica in Children with Developmental Disabilities

Original Paper

Longitudinal comparison between male and female preschool children with autism spectrum disorder

Original Paper

Naoki Higashida: The Reason I Jump

Book Review

Brief Report: Coherent Motion Processing in Autism: Is Dot Lifetime an Important Parameter?

Brief Report

Reliability and Validity of the Interactive Drawing Test: A Measure of Reciprocity for Children and Adolescents with Autism Spectrum Disorder

Open Access
Original Paper

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Randomized Controlled Trial of Mind Reading and In Vivo Rehearsal for High-Functioning Children with ASD

Abstract

Andere artikelen Uitgave 7/2015

Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD

Clinical Outcomes of Behavioral Treatments for Pica in Children with Developmental Disabilities

Longitudinal comparison between male and female preschool children with autism spectrum disorder

Naoki Higashida: The Reason I Jump

Brief Report: Coherent Motion Processing in Autism: Is Dot Lifetime an Important Parameter?

Reliability and Validity of the Interactive Drawing Test: A Measure of Reciprocity for Children and Adolescents with Autism Spectrum Disorder

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Brief Report: Linking Early Joint Attention and Play Abilities to Later Reports of Friendships for Children with ASD

Clinical Outcomes of Behavioral Treatments for Pica in Children with Developmental Disabilities

Longitudinal comparison between male and female preschool children with autism spectrum disorder

Naoki Higashida: The Reason I Jump

Brief Report: Coherent Motion Processing in Autism: Is Dot Lifetime an Important Parameter?

Reliability and Validity of the Interactive Drawing Test: A Measure of Reciprocity for Children and Adolescents with Autism Spectrum Disorder