Primary studies included in this broad synthesis

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31 articles (31 Referencias) loading Revertir Estudificar

Estudio primario

No clasificado

Brief report: A theory-of-mind-based social-cognition training program for school-aged children with pervasive developmental disorders: an open study of its effectiveness.

Autores Gevers C , Clifford P , Mager M , Boer F
Revista Journal of autism and developmental disorders
Año 2006
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Estudio primario

No clasificado

Long-term outcome of social skills intervention based on interactive LEGO play.

Autores Legoff DB , Sherman M
Revista Autism : the international journal of research and practice
Año 2006
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LEGO building materials have been adapted as a therapeutic modality for increasing motivation to participate in social skills intervention, and providing a medium through which children with social and communication handicaps can effectively interact. A 3 year retrospective study of long-term outcome for autistic spectrum children participating in LEGO therapy (N = 60) compared Vineland Adaptive Behavior Scale socialization domain (VABS-SD) and Gilliam Autism Rating Scale social interaction subscale (GARS-SI) scores preand post-treatment with a matched comparison sample (N = 57) who received comparable non-LEGO therapy. Although both groups made significant gains on the two outcome measures, LEGO participants improved significantly more than the comparison subjects. Diagnosis and pre-treatment full-scale IQ scores did not predict outcome scores; however, Vineland adaptive behavior composite, Vineland communication domain, and verbal IQ all predicted outcome on the VABS-SD, especially for the LEGO therapy group. Results are discussed in terms of implications for methods of social skills intervention for autistic spectrum disorders.

Estudio primario

No clasificado

Relación-centró la intervención temprana con niños con trastornos generalizados del desarrollo y otras discapacidades: un estudio comparativo.

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Autores Mahoney G , Perales F
Revista Journal of developmental and behavioral pediatrics : JDBP
Año 2005
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Este estudio compara los efectos de la relación centrada en la intervención temprana en niños pequeños y niños en edad preescolar que fueron clasificados como teniendo tanto los trastornos generalizados del desarrollo (PDD) (N = 20) o discapacidades del desarrollo (DDS) (N = 30). La intervención se realizó durante un período de 1 año a través de sesiones individuales semanales entre padres e hijos. Se centra en ayudar a los padres utilizan estrategias de enseñanza que respondan a alentar a sus hijos a adquirir y utilizar comportamientos de desarrollo fundamentales que abordan sus necesidades de desarrollo individualizados. Antes y después de las comparaciones indicaron un aumento significativo en la capacidad de respuesta de los padres y el comportamiento fundamental de los niños. Ambos grupos de niños hicieron mejoras significativas en su desarrollo cognitivo, la comunicación, y el funcionamiento socio-emocional. Sin embargo, los niños con TGD hicieron estadísticamente mayores mejoras en las medidas de desarrollo que los niños con DD. En varias medidas de desarrollo, las mejoras de los niños se relacionan con aumentos tanto en la capacidad de respuesta de sus padres y su propio comportamiento fundamental.

Estudio primario

No clasificado

Intensive behavioral treatment for children with autism: four-year outcome and predictors.

Autores Sallows GO , Graupner TD
Revista American journal of mental retardation : AJMR
Año 2005
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Twenty-four children with autism were randomly assigned to a clinic-directed group, replicating the parameters of the early intensive behavioral treatment developed at UCLA, or to a parent-directed group that received intensive hours but less supervision by equally well-trained supervisors. Outcome after 4 years of treatment, including cognitive, language, adaptive, social, and academic measures, was similar for both groups. After combining groups, we found that 48% of all children showed rapid learning, achieved average posttreatment scores, and at age 7, were succeeding in regular education classrooms. Treatment outcome was best predicted by pretreatment imitation, language, and social responsiveness. These results are consistent with those reported by Lovaas and colleagues (Lovaas, 1987; McEachin, Smith, & Lovaas, 1993).

Estudio primario

No clasificado

Parent management training and Asperger syndrome: a randomized controlled trial to evaluate a parent based intervention.

Autores Sofronoff K , Leslie A , Brown W
Revista Autism : the international journal of research and practice
Año 2004
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This controlled trial of a parent management intervention aimed to increase parental competence in management of problem behaviours associated with Asperger syndrome. The intervention compared two formats, a 1 day workshop and six individual sessions. Measures were taken on three occasions: pre-intervention, at 4 weeks, and at 3 month follow-up. Variables of interest were number and intensity of problem behaviours, and parent evaluation of social interaction skills. Results showed parents reporting fewer and lower intensity of problem behaviours and increased social interactions at 4 weeks and 3 months. Results held across formats and suggest that parent management training can provide an effective intervention for parents of a child with Asperger syndrome. Group differences on outcome measures and in the use of strategies are discussed along with limitations of the study.

Estudio primario

No clasificado

Use of LEGO© as a therapeutic medium for improving social competence

Autores LeGoff, Daniel B
Revista Journal of autism and developmental disorders
Año 2004
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Estudio primario

No clasificado

Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme as compared with a non-specific approach.

Autores Panerai S , Ferrante L , Zingale M
Revista Journal of intellectual disability research : JIDR
Año 2002
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BACKGROUND: Two educational treatments were compared, the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme and the integration programme for individuals with disabilities. METHODS: Two groups of eight subjects were matched by gender, chronological and mental age, and nosographic diagnosis (i.e. autism associated with severe intellectual disability, DSM-IV criteria and Childhood Autism Rating Scale scored. The TEACCH programme was applied to the experimental group, while the control group was integrated in regular schools with a support teacher. The Psycho-Educational Profile-Revised and the Vineland Adaptive Behaviour Scale were administered twice with a one-year interval between assessments. RESULTS: The scores of the experimental group increased more than the control group scores. Statistically significant differences were obtained in both groups because of the differences in the two approaches.

Estudio primario

No clasificado

'Can I join the club?': a social integration scheme for adolescents with Asperger syndrome.

Revista Autism : the international journal of research and practice
Año 2002
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Estudio primario

No clasificado

La eficacia de la capacitación de administración principal para aumentar la autoeficacia en los padres de niños con síndrome de Asperger.

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Autores Sofronoff K , Farbotko M
Revista Autism : the international journal of research and practice
Año 2002
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Este estudio fue un ensayo de un programa de intervención dirigido a mejorar la autoeficacia de los padres en la gestión de los problemas de comportamiento asociados con el síndrome de Asperger. La intervención se comparó en dos formatos, un taller de 1 día y seis sesiones individuales, y también con un grupo de control sin intervención. Los resultados indican que, en comparación con el grupo control, los padres de ambos grupos de intervención informaron menos problemas de comportamiento y una mayor autoeficacia tras las intervenciones, tanto a los 4 semanas y 3 meses de seguimiento. Los resultados también mostraron una diferencia en la autoeficacia entre las madres y los padres, las madres informaron un aumento significativamente mayor en la auto-eficacia después de la intervención de los padres. No hubo diferencia significativa entre el formato de taller y las sesiones individuales.

Estudio primario

No clasificado

The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: intervention outcomes.

Autores Bauminger N
Revista Journal of autism and developmental disorders
Año 2002
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This study evaluated the effectiveness of a 7-month cognitive behavioral intervention for the facilitation of the social-emotional understanding and social interaction of 15 high-functioning children (8 to 17 years old) with autism. Intervention focused on teaching interpersonal problem solving, affective knowledge, and social interaction. Preintervention and postintervention measures included observations of social interaction, measures of problem solving and of emotion understanding, and teacher-rated social skills. Results demonstrated progress in three areas of intervention. Children were more likely to initiate positive social interaction with peers after treatment; in particular, they improved eye contact and their ability to share experiences with peers and to show interest in peers. In problem solving after treatment, children provided more relevant solutions and fewer nonsocial solutions to different social situations. In emotional knowledge, after treatment, children provided more examples of complex emotions, supplied more specific rather then general examples, and included an audience more often in the different emotions. Children also obtained higher teacher-rated social skills scores in assertion and cooperation after treatment. The implications of these findings are discussed in terms of the effectiveness of the current model of intervention for high-functioning children with autism.