Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders

Vickerstaff, Sandy; Heriot, Sandra; Wong, Michelle; Lopes, Ana; Dossetor, David

doi:10.1007/s10803-006-0292-x

Cited by 170 publications

(142 citation statements)

References 136 publications

(166 reference statements)

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“…The authors examined its three clinical composite indices (the Externalizing Scale, Internalizing Scale, and Behavioral Symptom Index or BSI), which comprise nine subscales, which were also examined: (1) Aggression, (2) Anxiety, (3) Attention problems, (4) Atypicality, (5) Conduct problems, (6) Depression, (7) Hyperactivity, (8) Somatization, and (9) Withdrawal subscales. A number of studies have supported the scale's structural and validity properties in children who have disruptive behavior 27 and in assessing the unusual thoughts and attention symptoms in children with an ASD, 26,28,29 epilepsy, 30 and for its use with preschool children. 31 The BASC-2 has agespecific child, parent, and teacher self-rating forms.…”

Section: Methodsmentioning

confidence: 99%

Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

Rosenblatt

Gorantla

Torres

et al. 2011

The Journal of Alternative and Complementary Medicine

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Objectives: The study objectives were to develop and objectively assess the therapeutic effect of a novel movement-based complementary and alternative medicine approach for children with an autism-spectrum disorder (ASD). Design: A within-subject analysis comparing pre-to post-treatment scores on two standard measures of childhood behavioral problems was used. Settings and location: The intervention and data analysis occurred at a tertiary care, medical school teaching hospital. Subjects: Twenty-four (24) children aged 3-16 years with a diagnosis of an ASD comprised the study group. Intervention: The efficacy of an 8-week multimodal yoga, dance, and music therapy program based on the relaxation response (RR) was developed and examined. Outcome measures: The study outcome was measured using The Behavioral Assessment System for Children, Second Edition (BASC-2) and the Aberrant Behavioral Checklist (ABC). Results: Robust changes were found on the BASC-2, primarily for 5-12-year-old children. Unexpectedly, the post-treatment scores on the Atypicality scale of the BASC-2, which measures some of the core features of autism, changed significantly ( p = 0.003). Conclusions: A movement-based, modified RR program, involving yoga and dance, showed efficacy in treating behavioral and some core features of autism, particularly for latency-age children.

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Section: Methodsmentioning

confidence: 99%

Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

Rosenblatt

Gorantla

Torres

et al. 2011

The Journal of Alternative and Complementary Medicine

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“…Social functioning literature suggests that ASD social impairments can result in perceptions of social inadequacy and poor self-efficacy (Sterling et al, 2008;Vickerstaff, Heriot, Wong, Lopes, & Dossetor, 2007), issues which are defining components of, and strong predictors for the adoption of a negative problem-solving orientation when faced with problematic situations. Further, findings from the decision-making literature suggest that individuals with ASD are more strongly motivated by risk-avoidance, than reward-seeking (Luke, Clare, Ring, Redley, & Watson, 2012;South et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype

Jackson

Dritschel

2016

Research in Autism Spectrum Disorders

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The social communication and interaction deficits associated with the autism phenotype can have serious emotional consequences for individuals on the autism spectrum. This can be particularly true during young-adulthood, a period of increased social demands and expectations. The current study investigated the specific role of social problem-solving deficits as a mediator in the relationship between autism phenotype severity and depressive symptomology in young-adults.A sample of 230 university students (48% male) ranging in age from [18][19][20][21][22][23][24][25][26][27][28][29][30] SD=2.48) were assessed on autism phenotype expression (Autism-Spectrum Quotient), social problemsolving ability (Social Problem-Solving Inventory, Revised) and depressive symptomology (Beck's Depression Inventory). Results indicated that deficient social problem-solving skills account for a significant portion of the depressive symptomology associated with increased autism phenotype expression. Path model analysis output suggested that increased expression of the social components of the autism phenotype are associated with both ineffective social problem-solving styles and attitudes, while increased detail orientation discourages the use of an impulsive problem-solving style. The findings of this investigation provide preliminary evidence suggesting that programs designed to improve social problem-solving skills could be beneficial in the reduction of depressive vulnerability for young-adults on the autism spectrum.

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“…Bu çalışmada alan yazında birçok çalışma sonucunda da gösterildiği gibi (Chamberlain, Kasari & Rotheram-Fuller, 2007, Donnelly & Bovee, 2003, Vickerstaff, Heriot, Wong, Lopes & Dossetor, 2007Webster & Carter, 2007) kaynaştırma sürecinde olan otizmli öğrencilerin sınıflarındaki akranları tarafından yeterince sosyal kabul görmediği, hem sosyal kabul ölçeği, hem sosyometri sonuçları ile belirlenmiştir. Ancak uygulanan eğitim programının sosyal kabulü arttırmada etkili olduğu belirlenmiştir.…”

Section: Tartişma Ve Sonuçunclassified

“…Buna karşın otizmin doğasından kaynaklanan arkadaşlık ilişkisi geliştirme konusundaki isteksizlik, sosyal etkileşime uygun karşılık verememe, sosyal ifadeleri çok iyi anlayamama, ilgileri ve başarıyı paylaşmada yetersiz kalma gibi özellikleri, bu gruptaki çocukların okuldaki akranlarıyla ilişkilerini olumsuz olarak etkilediği, çoğu zaman dışlanma ve yalnız kalma sorunu yaşadıkları belirtilmektedir (Attwood, 2000;Bauminger & Kasari, 2000;Bauminger & Shulman, 2003;Connor, 2000;Donnelly & Bovee, 2003;Gordon, Feldman & Chiriboga, 2005;Harrover & Dunlap, 2001;Lane, 2004;Scwartz, 2000;Slaughter, Dennis & Pritchard, 2002, Vickerstaff, Heriot, Wong, Lopes & Dossetor, 2007. Ayrıca, bir çalışmada da otizmli öğrenciler öğretmenleri tarafından yüksek oranda çatışmacı olarak değerlendirilmişlerdir (Robertson et al, 2003).…”

Section: Introductionunclassified

Otizmli Kaynaştırma Öğrencilerinin Sınıflarında Akran İlişkilerinin Geliştirilmesine Yönelik Eğitim Programının Etkililiğinin İncelenmesi

Özgönenel¹,

Girli²

2016

İlköğretim Online

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Alev Girli, Yrd. Doç. Dr., Dokuz Eylül Üniversitesi, Buca Eğitim Fakültesi, Özel Eğ. Böl., alev.girli@deu.edu.tr ÖZ. Bu çalışmada, ilköğretim okullarında birinci kademede eğitim alan otizm tanılı öğrencilerin akranlarıyla ilişkilerini, okula uyumlarını ve sosyal kabullerini artırmak amacıyla geliştirilmiş olan bir eğitim programının etkililiği incelenmiştir. Araştırma, İzmir ilinde bulunan beş ilköğretim okulunda 2011-2012 eğitim-öğretim yılında gerçekleştirilmiştir. Araştırma deseni olarak "ön test -son test kontrol gruplu yarı deneysel desen" ve nitel araştırma yöntemlerinden görüşme kullanılmıştır. Araştırmanın bağımsız değişkenini "eğitim programı", bağımlı değişkelerini akranların sosyal kabulleri, okula uyumları, öğretmen ve akran merkezli sosyal davranışları oluşturmaktadır. Verilerin toplanmasında; 'Sosyal Kabul Ölçeği', Sosyometri, "Öğretmen Görüşme Formu" ve Kişisel Bilgi Formu' kullanılmıştır. Bulgular, akran ilişkilerini geliştirmek üzere hazırlanmış olan eğitim programının, akranların sosyal kabulleri ve otizmli öğrencilerin sosyal yeterlilik ve okula uyum davranışları üzerinde etkili olduğunu göstermiştir. Anahtar Kelimeler. Kaynaştırma, otizm, sosyal kabul, sosyometri, okula uyum ABSTRACT. The aim of this research is to examine the effectiveness of an education program in order to increase the social acceptance, adaptation and peer relationships of children with autism integrated in first degree classrooms. The independent variable of the research is the "education program" and the independent variables are "social acceptance of peers, their adaptational process through schooling and the social behaviors based on teachers and peers. The data were collected by the quantitative and qualitative methods. During the collection of the data, Sociometric and Social Acceptance Scale, Teachers Form, and Personal Information Form were used. The data obtained from the research showed that, the educational program which designed to develop the peer relationships was effective on the peer acceptance and the social sufficiency of the students with autism, helping them to adjust themselves to the school by showing corresponding behaviours. In accordance with the data derived from the research, further investigations and applications were also suggested.

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Intellectual Ability, Self-perceived Social Competence, and Depressive Symptomatology in Children with High-functioning Autistic Spectrum Disorders

Cited by 170 publications

References 136 publications

Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

Relaxation Response–Based Yoga Improves Functioning in Young Children with Autism: A Pilot Study

Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype

Otizmli Kaynaştırma Öğrencilerinin Sınıflarında Akran İlişkilerinin Geliştirilmesine Yönelik Eğitim Programının Etkililiğinin İncelenmesi

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