The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism
This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children’s social competence was assessed at...
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| Veröffentlicht in: | Journal of autism and developmental disorders 2021-06, Vol.51 (6), p.1894-1908 |
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| container_end_page | 1908 |
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| container_issue | 6 |
| container_start_page | 1894 |
| container_title | Journal of autism and developmental disorders |
| container_volume | 51 |
| creator | Cheung, Phoebe P. P. Brown, Ted Yu, Mong-lin Siu, Andrew M. H. |
| description | This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children’s social competence was assessed at pre-test and post-test. Compared to a waitlist control group, children in the intervention group demonstrated significantly greater gains on theory-of-mind and social skill measures. Focus groups and interviews were conducted to explore parents’ views and generalization of children’s social skills across settings. Children’s social participation exhibited improvement in home, community, and school settings. The study findings offer promising evidence for a cost-effective program and support of the school-based social skills intervention for children with ASD in Hong Kong context. |
| doi_str_mv | 10.1007/s10803-020-04683-1 |
| format | Article |
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P.</creatorcontrib><creatorcontrib>Brown, Ted</creatorcontrib><creatorcontrib>Yu, Mong-lin</creatorcontrib><creatorcontrib>Siu, Andrew M. H.</creatorcontrib><title>The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism</title><title>Journal of autism and developmental disorders</title><addtitle>J Autism Dev Disord</addtitle><addtitle>J Autism Dev Disord</addtitle><description>This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children’s social competence was assessed at pre-test and post-test. Compared to a waitlist control group, children in the intervention group demonstrated significantly greater gains on theory-of-mind and social skill measures. Focus groups and interviews were conducted to explore parents’ views and generalization of children’s social skills across settings. Children’s social participation exhibited improvement in home, community, and school settings. The study findings offer promising evidence for a cost-effective program and support of the school-based social skills intervention for children with ASD in Hong Kong context.</description><subject>Autism</subject><subject>Autistic adolescents</subject><subject>Autistic children</subject><subject>Behavioral Science and Psychology</subject><subject>Child and School Psychology</subject><subject>Children</subject><subject>Cognition</subject><subject>Cognitive ability</subject><subject>Cost analysis</subject><subject>Educational aspects</subject><subject>Efficacy</subject><subject>Foreign Countries</subject><subject>Interpersonal Competence</subject><subject>Intervention</subject><subject>Neurosciences</subject><subject>Original Article</subject><subject>Pediatrics</subject><subject>Pervasive Developmental Disorders</subject><subject>Program Effectiveness</subject><subject>Psychology</subject><subject>Public Health</subject><subject>School Activities</subject><subject>School based intervention</subject><subject>Social aspects</subject><subject>Social Cognition</subject><subject>Social learning</subject><subject>Social participation</subject><subject>Social skills</subject><subject>Theory of mind</subject><issn>0162-3257</issn><issn>1573-3432</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kk-P0zAQxSMEYsvCF0ACWeIChyxjO4mTY6kKFK0EosvZcp1x61UaL7bDnwPfHYeUhaIK2dJIfr95tkcvyx5TuKAA4mWgUAPPgUEORVXznN7JZrQUPOcFZ3ezGdCK5ZyV4ix7EMI1ADQ1Y_ezM87quuQcZtmPqx2SpTGoo_2CPYZAnCGKrPXOuS5_pQK2ZO20VR1ZuG1vR4ys-og-4dG6nqQdk8kB-qB8tNreqEkzZLGzyRbH2rUee_LVxh2ZD9GG_cPsnlFdwEeHep59er28WrzNL9-_WS3ml7kua4i51gVrRNmC0GVlGtQFR4aGbxpAauqC0QrVBgvdCqoaUXBlKFS0xg0Xm_RVfp49n3xvvPs8YIhyb4PGrlM9uiFIVhRQCM7LEX32D3rtBt-n10lWMiEAaPMXtVUdStsbF73So6mcVxVtBIOyTFR-gtqmMXvVuR6NTcdH_MUJPq0W91afbHhx1JCYiN_iVg0hyNX64zHLJlZ7F4JHI2-83Sv_XVKQY57klCeZ8iR_5UnS1PT0MI1hs8f2tuV3gBLwZALQW30rL99R1tQlGw34pIek9Vv0f8b5n2t_AkFy3Bk</recordid><startdate>20210601</startdate><enddate>20210601</enddate><creator>Cheung, Phoebe P. 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P. ; Brown, Ted ; Yu, Mong-lin ; Siu, Andrew M. H.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c580t-cc42975d07c56f9ec43e2ef3b90e1f84216eabe4cd71a9743af10618eb37b2883</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Autism</topic><topic>Autistic adolescents</topic><topic>Autistic children</topic><topic>Behavioral Science and Psychology</topic><topic>Child and School Psychology</topic><topic>Children</topic><topic>Cognition</topic><topic>Cognitive ability</topic><topic>Cost analysis</topic><topic>Educational aspects</topic><topic>Efficacy</topic><topic>Foreign Countries</topic><topic>Interpersonal Competence</topic><topic>Intervention</topic><topic>Neurosciences</topic><topic>Original Article</topic><topic>Pediatrics</topic><topic>Pervasive Developmental Disorders</topic><topic>Program Effectiveness</topic><topic>Psychology</topic><topic>Public Health</topic><topic>School Activities</topic><topic>School based intervention</topic><topic>Social aspects</topic><topic>Social Cognition</topic><topic>Social learning</topic><topic>Social participation</topic><topic>Social skills</topic><topic>Theory of mind</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cheung, Phoebe P. 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| issn | 0162-3257 1573-3432 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source (EBSCOhost); SpringerLink Journals |
| subjects | Autism Autistic adolescents Autistic children Behavioral Science and Psychology Child and School Psychology Children Cognition Cognitive ability Cost analysis Educational aspects Efficacy Foreign Countries Interpersonal Competence Intervention Neurosciences Original Article Pediatrics Pervasive Developmental Disorders Program Effectiveness Psychology Public Health School Activities School based intervention Social aspects Social Cognition Social learning Social participation Social skills Theory of mind |
| title | The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism |
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