The Outcome of a Social Cognitive Training for Mainstream Adolescents with Social Communication Deficits in a Chinese Community
The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking ® , a framework based in social-cognition, to Chinese adolescents with s...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Lee, Kathy Y. S [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Rechteinformationen: |
Nutzungsrecht: © 2015 Taylor & Francis 2015 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International journal of disability, development and education - Abingdon : Routledge, Taylor & Francis Group, 1989, 63(2016), 2, Seite 201-223 |
|---|---|
| Übergeordnetes Werk: |
volume:63 ; year:2016 ; number:2 ; pages:201-223 |
| Links: |
|---|
| DOI / URN: |
10.1080/1034912X.2015.1065960 |
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OLC1972568906 |
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| 520 | |a The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking ® , a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students' pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. | ||
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10.1080/1034912X.2015.1065960 doi PQ20160430 (DE-627)OLC1972568906 (DE-599)GBVOLC1972568906 (PRQ)c1262-ba4ce3d29bbfc3176124f43377f59690fa8b56e1db4aa9ffcadedbd56d877190 (KEY)0013291820160000063000200201outcomeofasocialcognitivetrainingformainstreamadol DE-627 ger DE-627 rakwb eng 150 370 DNB Lee, Kathy Y. S verfasserin aut The Outcome of a Social Cognitive Training for Mainstream Adolescents with Social Communication Deficits in a Chinese Community 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking ® , a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students' pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. Nutzungsrecht: © 2015 Taylor & Francis 2015 inclusive education intervention asperger autism spectrum disorder (ASD) adolescents social communication social thinking social cognitive training Crooke, Pamela J oth Lui, Aster L. Y oth Kan, Peggy P. K oth Mark, Yuen-mai oth van Hasselt, Charles Andrew oth Tong, Michael C. F oth Enthalten in International journal of disability, development and education Abingdon : Routledge, Taylor & Francis Group, 1989 63(2016), 2, Seite 201-223 (DE-627)130864587 (DE-600)1031513-5 (DE-576)023107286 1034-912X nnns volume:63 year:2016 number:2 pages:201-223 http://dx.doi.org/10.1080/1034912X.2015.1065960 Volltext http://www.tandfonline.com/doi/abs/10.1080/1034912X.2015.1065960 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_70 GBV_ILN_2050 AR 63 2016 2 201-223 |
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The Outcome of a Social Cognitive Training for Mainstream Adolescents with Social Communication Deficits in a Chinese Community |
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The Outcome of a Social Cognitive Training for Mainstream Adolescents with Social Communication Deficits in a Chinese Community |
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outcome of a social cognitive training for mainstream adolescents with social communication deficits in a chinese community |
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The Outcome of a Social Cognitive Training for Mainstream Adolescents with Social Communication Deficits in a Chinese Community |
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The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking ® , a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students' pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. |
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The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking ® , a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students' pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. |
| abstract_unstemmed |
The use of cognitive-based strategies for improving social communication behaviours for individuals who have solid language and cognition is an important question. This study investigated the outcome of teaching Social Thinking ® , a framework based in social-cognition, to Chinese adolescents with social communication deficits. Thirty-nine students (33 with Autism Spectrum Disorders and six without), ranging in age from 12 to 15 years with social communication deficits, participated in a 12-week intervention. Students' pre- and post-intervention social behaviours were measured by six aspects of the Social Thinking-ILAUGH Scale involving 115 familiar raters. Students showed significant improvement in all the six subscales of the Social Thinking-ILAUGH except humour after training. Agreements on ratings among parents and school personnel were satisfactory. A framework based in social cognitive strategies, with appropriate linguistic and cultural adaptations, appears to be a promising tool for Chinese adolescents with social learning issues. Social behaviours improved across school and home settings as noted by groups of raters familiar with the students. |
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The Outcome of a Social Cognitive Training for Mainstream Adolescents with Social Communication Deficits in a Chinese Community |
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Crooke, Pamela J Lui, Aster L. Y Kan, Peggy P. K Mark, Yuen-mai van Hasselt, Charles Andrew Tong, Michael C. F |
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