An Emotional Skills Intervention for Elementary Children with Autism in China: A Pilot Study
The purpose of this pilot study was to examine the effects of an emotional skills intervention on behavioral and emotional competence, as well as on communication for children with autism in China. Eight children (seven boys and one girl), aged 7 to 8, participated in this study. We used a pre and p...
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| Veröffentlicht in: | Journal of rational-emotive and cognitive-behavior therapy 2019-06, Vol.37 (2), p.113-132 |
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| container_title | Journal of rational-emotive and cognitive-behavior therapy |
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| creator | Lee, Gabrielle T. Xu, Sheng Feng, Hua Lee, Gloria K. Jin, Shaoju Li, Dan Zhu, Shuangshuang |
| description | The purpose of this pilot study was to examine the effects of an emotional skills intervention on behavioral and emotional competence, as well as on communication for children with autism in China. Eight children (seven boys and one girl), aged 7 to 8, participated in this study. We used a pre and posttest group design. The intervention consisted of 10 group sessions and four individual sessions. Each group session had two or three children. The intervention curriculum consisted of emotion recognition, emotion recognition within context, self-expression of emotions, seeking help when encountering problems, and techniques for emotion regulation. Results indicated that the intervention significantly improved children’s emotional skills, behavioral and emotional competence, and communication. The potential implications of this study for elementary children with autism in China are also discussed. |
| doi_str_mv | 10.1007/s10942-018-0295-5 |
| format | Article |
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Eight children (seven boys and one girl), aged 7 to 8, participated in this study. We used a pre and posttest group design. The intervention consisted of 10 group sessions and four individual sessions. Each group session had two or three children. The intervention curriculum consisted of emotion recognition, emotion recognition within context, self-expression of emotions, seeking help when encountering problems, and techniques for emotion regulation. Results indicated that the intervention significantly improved children’s emotional skills, behavioral and emotional competence, and communication. The potential implications of this study for elementary children with autism in China are also discussed.</description><identifier>ISSN: 0894-9085</identifier><identifier>EISSN: 1573-6563</identifier><identifier>DOI: 10.1007/s10942-018-0295-5</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Acknowledgment ; Anger ; Anxiety ; Autism ; Autistic children ; Behavior modification ; Behavioral Science and Psychology ; Children ; Clinical Psychology ; Cognition & reasoning ; Communication ; Community and Environmental Psychology ; Competence ; Curricula ; Education ; Emotion recognition ; Emotional behavior ; Emotional intelligence ; Emotional regulation ; Emotions ; Evidence-based practice ; Intervention ; Pilot projects ; Problem solving ; Psychiatry ; Psychology ; Public Health ; Self expression ; Social interaction ; Social skills ; Students</subject><ispartof>Journal of rational-emotive and cognitive-behavior therapy, 2019-06, Vol.37 (2), p.113-132</ispartof><rights>Springer Science+Business Media, LLC, part of Springer Nature 2018. corrected publication 2024. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</rights><rights>Journal of Rational-Emotive & Cognitive-Behavior Therapy is a copyright of Springer, (2018). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c344t-f211afb6eb45db132da8fde30e534235fd42f6e0bc18d752d95b300154fc2a523</citedby><cites>FETCH-LOGICAL-c344t-f211afb6eb45db132da8fde30e534235fd42f6e0bc18d752d95b300154fc2a523</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10942-018-0295-5$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10942-018-0295-5$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,12844,27922,27923,30997,41486,42555,51317</link.rule.ids></links><search><creatorcontrib>Lee, Gabrielle T.</creatorcontrib><creatorcontrib>Xu, Sheng</creatorcontrib><creatorcontrib>Feng, Hua</creatorcontrib><creatorcontrib>Lee, Gloria K.</creatorcontrib><creatorcontrib>Jin, Shaoju</creatorcontrib><creatorcontrib>Li, Dan</creatorcontrib><creatorcontrib>Zhu, Shuangshuang</creatorcontrib><title>An Emotional Skills Intervention for Elementary Children with Autism in China: A Pilot Study</title><title>Journal of rational-emotive and cognitive-behavior therapy</title><addtitle>J Rat-Emo Cognitive-Behav Ther</addtitle><description>The purpose of this pilot study was to examine the effects of an emotional skills intervention on behavioral and emotional competence, as well as on communication for children with autism in China. 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The potential implications of this study for elementary children with autism in China are also discussed.</description><subject>Acknowledgment</subject><subject>Anger</subject><subject>Anxiety</subject><subject>Autism</subject><subject>Autistic children</subject><subject>Behavior modification</subject><subject>Behavioral Science and Psychology</subject><subject>Children</subject><subject>Clinical Psychology</subject><subject>Cognition & reasoning</subject><subject>Communication</subject><subject>Community and Environmental Psychology</subject><subject>Competence</subject><subject>Curricula</subject><subject>Education</subject><subject>Emotion recognition</subject><subject>Emotional behavior</subject><subject>Emotional intelligence</subject><subject>Emotional regulation</subject><subject>Emotions</subject><subject>Evidence-based practice</subject><subject>Intervention</subject><subject>Pilot projects</subject><subject>Problem solving</subject><subject>Psychiatry</subject><subject>Psychology</subject><subject>Public Health</subject><subject>Self expression</subject><subject>Social interaction</subject><subject>Social skills</subject><subject>Students</subject><issn>0894-9085</issn><issn>1573-6563</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp9kEtLxDAUhYMoOI7-AHcB19WbV5u6K8OoAwMKozsh9JE4Gdt0TFpl_r0tFVzp6nIP3zlwDkKXBK4JQHITCKScRkBkBDQVkThCMyISFsUiZsdoBjLlUQpSnKKzEHYAQIUUM_SaObxs2s62Lq_x5t3WdcAr12n_qd2oYtN6vKx1M7y5P-DF1taV1w5_2W6Ls76zocHWjbrLb3GGn2zddnjT9dXhHJ2YvA764ufO0cvd8nnxEK0f71eLbB2VjPMuMpSQ3BSxLrioCsJolUtTaQZaME6ZMBWnJtZQlERWiaBVKgoGQAQ3Jc0FZXN0NeXuffvR69CpXdv7oVBQDLikIuap_I-ikEBMUknJQJGJKn0bgtdG7b1thuaKgBqnVtPUaphajVMrMXjo5AkD6960_03-2_QNAi9_5A</recordid><startdate>20190615</startdate><enddate>20190615</enddate><creator>Lee, Gabrielle T.</creator><creator>Xu, Sheng</creator><creator>Feng, Hua</creator><creator>Lee, Gloria K.</creator><creator>Jin, Shaoju</creator><creator>Li, Dan</creator><creator>Zhu, Shuangshuang</creator><general>Springer US</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7TK</scope><scope>7X7</scope><scope>7XB</scope><scope>88G</scope><scope>88J</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>HEHIP</scope><scope>K9.</scope><scope>M0S</scope><scope>M2M</scope><scope>M2R</scope><scope>M2S</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20190615</creationdate><title>An Emotional Skills Intervention for Elementary Children with Autism in China: A Pilot Study</title><author>Lee, Gabrielle T. ; 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| subjects | Acknowledgment Anger Anxiety Autism Autistic children Behavior modification Behavioral Science and Psychology Children Clinical Psychology Cognition & reasoning Communication Community and Environmental Psychology Competence Curricula Education Emotion recognition Emotional behavior Emotional intelligence Emotional regulation Emotions Evidence-based practice Intervention Pilot projects Problem solving Psychiatry Psychology Public Health Self expression Social interaction Social skills Students |
| title | An Emotional Skills Intervention for Elementary Children with Autism in China: A Pilot Study |
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