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首页> 外文期刊>Journal of Autism and Developmental Disorders >A Social Adjustment Enhancement Intervention for High Functioning Autism, Asperger’s Syndrome, and Pervasive Developmental Disorder NOS
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A Social Adjustment Enhancement Intervention for High Functioning Autism, Asperger’s Syndrome, and Pervasive Developmental Disorder NOS

机译：高功能自闭症，阿斯伯格综合症和广泛性发育障碍的社会适应增强干预

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摘要

This paper reports the findings of a 20-week social adjustment enhancement curriculum for boys aged 8–12. The curriculum was designed to address three areas hypothesized to be deficient in persons with HFA, AS, and PDDNOS: emotion recognition and understanding; theory of mind; and executive functions/real life type problem solving. Parents attended a semi-structured concurrent psychoeducational training meeting during children’s sessions. Statistically significant improvements in facial expression recognition, and problem solving were reported for intervention group children compared to waiting list control group children. For the intervention group (the only group for whom data were available), older and less cognitively able boy’s scores on a depression inventory decreased significantly more than younger children’s. Mother’s depression scores tended to decrease and there were significant reductions in child problem behaviors reported. Results are discussed in the context of individual differences in participant cognitive levels and profiles, symptom severity, and affect-related variables.
机译：本文报告了针对8至12岁男孩的20周社交适应增强课程的结果。该课程旨在解决三个假设的HFA，AS和PDDNOS缺乏者的领域：情感识别和理解；心智理论和执行功能/现实生活类型的问题解决。家长在孩子上课时参加了一次半结构化的同时心理教育培训会议。据统计，干预组儿童的面部表情识别和问题解决方面的统计显着改善与等待列表对照组儿童相比有所提高。对于干预组（仅有的可获得数据的组），抑郁量表上年龄较大，认知能力较弱的男孩得分的下降幅度要比年幼儿童的下降幅度更大。母亲的抑郁评分有下降的趋势，而报告的儿童问题行为也有明显下降。在参与者认知水平和特征，症状严重程度以及与情感相关的变量的个体差异的背景下讨论了结果。

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