Effectiveness of Manualised Interpersonal Problem-Solving Skills Intervention for Children with Autism Spectrum Disorder (ASD)

  1. Saray Bonete 1
  2. Clara Molinero 2
  3. Sara Mata 2
  4. Mª Dolores Calero 2
  5. Mª del Mar Gómez-Pérez 2
  1. 1 Universidad de Granada (España) y Universidad Francisco de Vitoria (España)
  2. 2 Universidad de Granada (España)
Revista:
Psicothema

ISSN: 0214-9915

Ano de publicación: 2016

Volume: 28

Número: 3

Páxinas: 304-310

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Psicothema

Resumo

Background: Children with Autism spectrum disorders (ASD) frequently present a deficit in interpersonal and social problem solving skills. The Interpersonal Problem-Solving Skills Programme for Children (SCI-Children) comprises 10 weekly, one hour sessions working on interpersonal abilities from a mediation strategy for training purposes. Method: The first study explores the effectiveness of training through pre- and post-treatment evaluations of a sample of 22 children with ASD (7-13 years of age). The second study replicates the programme with 15 children who were assessed three times (three months before the programme starts, at the beginning of the training and at the end of it). Results: In the first study, significant differences were found in outcome measures (a parent-report subscale of a socialisation measure and child performance on one subscale and total scores of an interpersonal problem-solving skills task). Results in the second study showed no significant changes in absence of the treatment during the waiting period and significant changes after the treatment in the socialisation measure. Conclusions: These findings suggest that the SCI-Children program causes positive impact on the participants. Further evaluation is warranted.

Referencias bibliográficas

  • Avroch, J. (2012). A quantitative review of social skills interventions for children and adolescents with autism spectrum disorders (Doctoral dissertation). Retrieved from ProQuest Dissertations. St. John’s University, Jamaica.
  • American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: American Psychiatric Publishing.
  • American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: Intervention outcomes. Journal of Autism and Developmental Disorders, 32(4), 283-298.
  • Belinchón, M., Boada, L., García de Andrés, E., Fuentes Biggi, J., & Posada, M. (2010). Evolución de los estudios sobre autismo en España: publicaciones y redes de coautoría entre 1974 y 2007 [Development of autism studies in Spain: Publications and coauthor networks between 1974 and 2007]. Psicothema, 22(2), 242-249.
  • Bonete, S., Calero, M. D., & Fernández-Parra, A. (2015). Group training in interpersonal problem-solving skills for workplace adaptation of adolescents and adults with Asperger syndrome: A preliminary study. Autism, 19(4), 409-420.
  • Buon, M., Dupoux, E., Jacob, P., Chaste, P., Leboyer, M., & Zalla, T. (2013). The role of causal and intentional judgments in moral reasoning in individuals with high functioning autism. Journal of Autism and Developmental Disorders, 43(2), 458-470.
  • Calero, M. D., & García-Martín, M. B. (2005). Habilidades interpersonales y afrontamiento al fracaso: un método de entrenamiento para niños superdotados [Interpersonal skills and coping with failure: A training methodology for gifted children]. Mente y Conducta en Situación Educativa, 2, 1-10.
  • Calero, M. D., García-Martín, M. B., & Bonete, S. (2012). Programa de entrenamiento en habilidades de resolución de problemas interpersonales para niños [Training program in interpersonal problema-solving skills for children]. Unpublished manuscript, University of Granada, Spain.
  • Cappadocia, M., & Weiss, J. (2011). Review of social skills training groups for youth with Asperger Syndrome and High Functioning Autism. Research in Autism Spectrum Disorders, 5, 70-78.
  • Carlson, J. S., & Wiedl, K. H. (2013). Cognitive education: Constructivist perspectives on schooling, assessment and clinical applications. Journal of Cognitive Education and Psychology, 12(1), 6-25.
  • Channon, S., Charman, T., Heap, J., Crawford, S., & Ríos, P. (2001). Real-Life-Type Problem-Solving in Asperger’s Syndrome. Journal of Autism and Developmental Disorders, 31(5), 461-469.
  • D’Zurilla,T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78, 107-126.
  • Gómez-Pérez, M., Mata, S., García, M. B., Calero, M. D., Molinero, C., & Bonete, S. (2014). Valoración de un Programa de Habilidades Interpersonales en Niños Superdotados [Evaluation of an interpersonal skills program for gifted children]. Revista Latinoamericana de Psicología, 46(1), 59-69.
  • Haywood, H. C. (2013). What is cognitive education? The view from 30.000 feet. Journal of Cognitive Education and Psychology, 12(1), 26-44.
  • Haywood, H. C., & Lidz C. S. (2007). Dynamic Assessment in Practice: Clinical and Educational Applications. New York: Cambridge University Press.
  • Kasari, C., & Smith, T. (2013). Interventions in schools for children with autism spectrum disorder: Methods and recommendations. Autism, 17(3), 254-267.
  • Kozulin, A., & Rand, Y. (2000). Experience of mediated learning. An impact of Feuerstein’s theory in education and psychology. Oxford: Elsevier Science Ltd.
  • Lucas, S. R. (2013). Beyond the existence proof: Ontological conditions, epistemological implications, and in-depth interview research. Quality y Quantity, 48, 387-408
  • Meins, E., Fernyhough, C., Arnott, B., Leekam, S. R., & Rosnay, M. (2013). Mind-mindedness and theory of mind: Mediating roles of language and perspectival symbolic play. Child Development, 84(5), 1777-1790.
  • Mills, R., & Marchant, S. (2011). Intervention in autism: A brief review of the literature. Tizard Learning Disability Review, 16(4), 20-35.
  • Molinero, C. (2015). Análisis Psicométrico de la Prueba de Evaluación de Solución de Conflictos Interpersonales (ESCI) [Psychometric analysis of the Assessment of Interpersonal Conflict Solutions Test (ESCI)] (Unpublished doctoral dissertation). University of Granada, Spain.
  • Montgomery, J. M., Stoesz, B. M., & McCrimmon, A. W. (2012). Emotional intelligence, theory of mind, and executive functions as predictors of social outcomes in young adults with Asperger Syndrome. Focus of Autism and Other Developmental Disabilities, 28(1), 4-13.
  • Pallant, J. (2007). SPSS Survival Manual. A Step by Step Guide to Data Analysis using SPSS for Windows third edition. New York: McGrawHill.
  • Pelechano, V. (1995). Habilidades interpersonales: conceptualización y entrenamiento [Interpersonal skills: conceptualization and training]. In M. D. Calero, Modificación de la inteligencia: sistemas de evaluación e intervención [Intelligence modification: Systems of assessment and intervention] (pp. 131-179)]. Madrid: Pirámide
  • Polawsky, I. E., Naber, F. B. A., Bakermans-Kranenburg, M. J., van Daalen, E., van Engeland, H., & van Ijzendoorn, M. H. (2014). Videofeedback Intervention to promote Positive Parenting adapted to Autism (VIPP-AUTI): A randomized controlled trial. Autism, DOI: 10.1177/1362361314537124
  • Whalon, K., & Hanline, M. (2008). Effects of a reciprocal questioning intervention on de question generation and responding of children with Autism Spectrum Disorder. Education and Training in Developmental Disabilities, 43(3), 367-387.
Fonte de datos: Dialnet