A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome

State, Talida M.; Kern, Lee

doi:10.1007/s10864-011-9133-x

Cited by 25 publications

(30 citation statements)

References 22 publications

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“…These types of interventions generally are carried out in groups and led by an instructor in a clinical setting with direct teaching of social skills. A number of studies also augmented these group interventions with video modeling and feedback [17, 18, 19•, 24, 27, 29, 30]. …”

Section: Resultsmentioning

confidence: 99%

Interventions Addressing Social Impairment in Autism

Kasari

Patterson

2012

Curr Psychiatry Rep

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Children with an autism spectrum disorder have significant impairment in social skills. This area of development has also been the focus of many intervention studies. In this article we review intervention studies published over the past two years. Three topical areas were addressed in current interventions: social skills knowledge, peer relationships, and joint attention/joint engagement. Younger children most often received interventions on joint attention/joint engagement and older, higher functioning children received interventions on social knowledge and peer relationship development. Both single subject research designs and group designs were reviewed. One advancement was that more randomized controlled trials were reported, as well as effectiveness trials in the community. Study quality was also rated. More group than single subject designs were rated as adequate or strong in quality. Overall, moderate to large effects were found for interventions targeting joint attention/joint engagement and peer relationships with mixed effects on interventions targeting social skills knowledge. Future studies should focus on isolating the active ingredients of interventions and include broader participant representation.

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Section: Resultsmentioning

confidence: 99%

Interventions Addressing Social Impairment in Autism

Kasari

Patterson

2012

Curr Psychiatry Rep

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“…Eight studies addressed social skills deficits (Kern, Marder, Boyajian, Elliot, & McElhattan, ; Koegel, Park, & Koegel, ; Koegel et al, ; Loftin, Odom, & Lantz, ; Lui, Moore, & Anderson, ; Mancina, Tankersley, Kamps, Kravits, & Parrett, ; Stahmer & Schreibman, ; State & Kern, ). One study developed daily living skills (Pierce & Schreibman, ), two studies addressed academic output (Soares, Vannest, & Harrison, ; Stasolla, Perilli, & Damiani, ), and one study addressed reduction in stereotypic behaviours (Moore, ).…”

Section: Resultsmentioning

confidence: 99%

Self‐management of Challenging Behaviours Associated with Autism Spectrum Disorder: A Meta‐Analysis

Carr

2016

Australian Psychologist

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Objective: A diagnosis of autism spectrum disorder (ASD) is often accompanied by challenging behaviour that may limit the ability to engage in education, employment, or social settings. The purpose of this review was to examine the effectiveness of self-management interventions in reducing challenging behaviours for individuals diagnosed with ASD. This review included self-management interventions that specifically targeted a reduction in challenging behaviours as well as studies that specifically targeted skill acquisition and described improvements in challenging behaviours as a collateral effect of the intervention Method: Studies were located by conducting a systematic search of peer-reviewed literature published in English prior to October 2015. The PsycINFO and ERIC databases were searched. A quality assessment was conducted using the What Works Clearinghouse (WWC) guidelines. A final data set of 12 single-subject research design studies that met quality standards was subsequently analysed. Treatment effect sizes were calculated using the percentage of non-overlapping data. Results: Results were analysed by age, gender, symptom severity, presentation of problem behaviour, and the presence of functional behaviour assessments. Results indicated that self-management interventions are effective at decreasing challenging behaviour for children aged four to 18 years who may be described as either high or low functioning. Conclusions: Self-management of challenging behaviour was identified as an emerging treatment, and inclusion within a positive behaviour support framework was argued. Important areas for consideration in future research are described.

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“…Research on metaperceptions may inform existing interventions targeting social skills and social pragmatics (Williams White et al 2007). Metaperception is a trainable skill (Albright and Malloy 1999), and some current interventions for individuals with ASD utilize in-vivo feedback (Deitchman et al 2010; State and Kern 2012); however, further research is needed to better understand the potential implications of manipulating metaperception abilities. The utility of the Perceptions and Metaperceptions Questionnaire should be further investigated to understand how it could be used to provide information on perception and metaperception in critical settings throughout development, such as the classroom and workplace.…”

Section: Discussionmentioning

confidence: 99%

Metaperception in Adolescents With and Without Autism Spectrum Disorder

Usher

Burrows

Messinger

et al. 2017

J Autism Dev Disord

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This study compared how adolescents with and without autism spectrum disorder (ASD) evaluated unfamiliar peers (i.e., perceptions), as well as how adolescents believed they were evaluated by peers (i.e., metaperceptions). The Perceptions and Metaperceptions Questionnaire was designed to quantify perceptions and metaperceptions following a live interaction. For all adolescents, more positive perceptions of the peer were associated with more positive metaperceptions. Adolescents with ASD exhibited more accurate metaperceptions than did typically developing adolescents. More positive perceptions and metaperceptions were associated with higher levels of observed social competence across groups. Findings extend our understanding of typically and atypically developing adolescents' impressions of unfamiliar peers and their ability to discern what peers think of them.

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A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome

Cited by 25 publications

References 22 publications

Interventions Addressing Social Impairment in Autism

Interventions Addressing Social Impairment in Autism

Self‐management of Challenging Behaviours Associated with Autism Spectrum Disorder: A Meta‐Analysis

Metaperception in Adolescents With and Without Autism Spectrum Disorder

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