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Permanent link (DOI): https://doi.org/10.7939/R3J631

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Efficacy of CBT-based social skills intervention for school-aged boys with Autism Spectrum Disorders Open Access

Descriptions

Other title
Subject/Keyword
Autism Spectrum Disorders
Social Skills Intervention
Cognitive Behaviour Therapy
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Koning, Cynthia
Supervisor and department
Magill-Evans, Joyce (Occupational Therapy)
Volden, Joanne (Speech Pathology and Audiology)
Examining committee member and department
Rinaldi, Christina (Educational Psychology)
Bauminger, Nirit (Special Education, School of Education, Bar Ilan University, Israel)
Dick, Bruce (Anesthesiology and Pain Medicine & Psychiatry)
Department
Rehabilitation Medicine
Specialization

Date accepted
2010-08-31T20:23:18Z
Graduation date
2010-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
School-aged children with Autism Spectrum Disorder (ASD) experience significant difficulty with peer interaction (Lord & Bishop, 2010), an important aspect of childhood. Unresolved social skills difficulties lead to continued dysfunction in relationships which influence long term success. Research into the most effective strategies has increased but several questions remain. One approach that appears to help school-aged children is Cognitive Behavior Therapy (CBT) which focuses on changing how a person thinks about specific social situations as well as how they behave. This study evaluated the efficacy of a 15-week CBT-based social skills group intervention for boys aged 10-12 years diagnosed with an Autism Spectrum Disorder. Boys with average or better receptive language skills and IQ attended weekly sessions focused on teaching self-monitoring skills, social perception and affective knowledge, conversation skills, taking another person’s perspective, social problem-solving, and friendship management skills. Group size varied from four to six participants. The intervention was based on two intervention programs available in the literature and was manualized. Eight of the fifteen participants were waitlisted (Delayed Treatment group) while the remaining participants began 15 sessions of intervention immediately (Immediate Treatment group). A repeated measures ANOVA was used to compare the Delayed Treatment group to the Immediate Treatment group on pre and post measures of social perception, peer interaction, social knowledge, pragmatic language, social responsiveness and general socialization skills. Compared to the Delayed Treatment group, the Immediate Treatment group showed significant improvements after intervention in social perception, peer interaction, and social knowledge. The Delayed Treatment group was also examined on all measures at three time points: prior to the waitlist time, pre-intervention, and post-intervention. Significant improvements only after intervention were present for peer interaction, social knowledge, and a parent report measure of socialization. The implications of these findings are discussed in relation to a model of social information-processing, the executive functioning theory of autism, and how cognitive behaviour therapy techniques may contribute to social skills intervention for children with ASD. The intervention used in this study shows promise but replication with larger samples is needed.
Language
English
DOI
doi:10.7939/R3J631
Rights
License granted by Cyndie Koning (cyndie.koning@albertahealthservices.ca) on 2010-08-31T19:53:01Z (GMT): Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File title: Chapter 1: Introduction
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Page count: 175
File language: en-CA
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