• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Autism and Developmental Disorders >The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes
【24h】

The Facilitation of Social-Emotional Understanding and Social Interaction in High-Functioning Children with Autism: Intervention Outcomes

机译：高功能自闭症儿童对社交情感理解和社交互动的促进：干预结果

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

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.
机译：这项研究评估了为期7个月的认知行为干预对于促进15名自闭症高功能儿童（8至17岁）的社交情感理解和社交互动的有效性。干预的重点是教学人际问题解决，情感知识和社会互动。干预前和干预后的措施包括观察社交互动，解决问题和情感理解的措施以及教师评价的社交技能。结果显示了在三个干预领域的进展。儿童在治疗后更有可能与同龄人开始积极的社交互动。特别是，他们改善了眼神交流，提高了与同龄人分享经验并表现出对同龄人的兴趣的能力。在治疗后解决问题中，孩子们针对不同的社会状况提供了更多相关的解决方案和更少的非社会解决方案。在情感知识方面，经过治疗后，孩子们提供了更多复杂情绪的例子，提供了更多具体而非一般的例子，并且更经常地将观众包含在不同的情绪中。儿童在治疗后的断言与合作方面也获得了教师评价的较高的社交技能得分。根据当前对高功能自闭症儿童的干预模型的有效性，讨论了这些发现的含义。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号