The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs : Discovering the Secret Agent Society in Partnership
Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to 'problem-sol...
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| Veröffentlicht in: | Australasian journal of special and inclusive education 2020-07, Vol.44 (1), p.46-59 |
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| container_title | Australasian journal of special and inclusive education |
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| creator | Costley, Debra Baldwin, Susanna Clark, Trevor Howlin, Patricia Taffe, John R Beaumont, Renae Gray, Kylie M Einfeld, Stewart L Smith-Merry, Jennifer Roberts, Jacqueline Sofronoff, Kate |
| description | Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to 'problem-solve' complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly 'home mission' assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents' engagement with these elements of the intervention was linked to the quality of their children's participation and performance. Sixty-eight 8-14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children's competence in completing home missions and with the quality of their contribution during group teaching sessions. However, there was a less consistent relationship between parental engagement and measures of children's social and emotional skill gains over the course of the program. [Author abstract] |
| doi_str_mv | 10.1017/jsi.2020.2 |
| format | Article |
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This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to 'problem-solve' complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly 'home mission' assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents' engagement with these elements of the intervention was linked to the quality of their children's participation and performance. Sixty-eight 8-14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children's competence in completing home missions and with the quality of their contribution during group teaching sessions. However, there was a less consistent relationship between parental engagement and measures of children's social and emotional skill gains over the course of the program. 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This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to 'problem-solve' complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly 'home mission' assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents' engagement with these elements of the intervention was linked to the quality of their children's participation and performance. Sixty-eight 8-14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children's competence in completing home missions and with the quality of their contribution during group teaching sessions. However, there was a less consistent relationship between parental engagement and measures of children's social and emotional skill gains over the course of the program. 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This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to 'problem-solve' complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly 'home mission' assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents' engagement with these elements of the intervention was linked to the quality of their children's participation and performance. Sixty-eight 8-14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children's competence in completing home missions and with the quality of their contribution during group teaching sessions. 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| identifier | ISSN: 2515-0731 |
| ispartof | Australasian journal of special and inclusive education, 2020-07, Vol.44 (1), p.46-59 |
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| language | eng |
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| source | Cambridge Journals - Connect here FIRST to enable access |
| subjects | Autism Autism Spectrum Disorders Childhood Needs Children & youth Cooperation Direct Instruction Early Adolescents Educational Objectives Emotional Development Evidence Families & family life Group Discussion Homework Interpersonal Competence Interpersonal Relationship Intervention Literature reviews Nonverbal Communication Outcome Measures Parent Participation Parent Role Parent School Relationship Parents & parenting Peers Pervasive Developmental Disorders Preadolescents Problem Solving Program Evaluation Psychological Patterns School based programs Self Efficacy Skill development Social Cognition Social Development Social skills Teaching Methods Training programs |
| title | The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs : Discovering the Secret Agent Society in Partnership |
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