Effects of Social Skills Group Intervention Based on DeRosier Program on Decreasing Externalizing Behavior Problems in Autistic Children with High Functioning
Subject Areas :
Ahmad
1
Afsaneh
Rahimi
2
Ahmad
Abedi
3
salar
faramarzi
4
(دانشگاه اصفهان)
Abstract :
Due to the increased prevalence of autism spectrum disorder, professionals need to access and study programs which are de-signed to improve fundamental problems of these children. The present study has inves-tigated the effectiveness of a social skills group intervention based on DeRosier Program for decreasing externalizing behavior problems in children with high functioning autism. The study was done as a single-subject design using the A-B-A method. The statistical population consisted of children with high-func-tioning autism in Isfahan. Three students were selected using a purposeful sampling. The base-lines were drawn up using a subscale of Externalizing Behavior Problems (Social Skills Improvement System Rating Scales) (SSIS). There were 20 training sessions, each for 40 minutes which were held by the researcher. The evaluations were completed during the treatment and followed up by one the child specialist teacher one month later. Based on the results of the visual analysis of the data, this program has been effective in reducing behavioral problems (PND for participants respectively, 100%, 85.71%, and 100%). The results from PEM, NAP, TauU (at least 0.85%) indicate the effectiveness of this program. Therefore, the improvement of social skills in a group-based intervention has led to the growth of positive communicative experiences and reduced be-havioral problems for this group of children.
احمدی، جعفر؛ صفری، طیبه؛ همتیان، منصوره؛ و خلیلی، زهرا (1391). اثربخشی روش تحليل رفتار كاربردي بر علائم اتيسم. تحقیقات علوم رفتاری، (4)10، 300-292.
رحمانی، جهانبخش (1386). پایایی، روایی و هنجاریابی آزمون ماتریس¬های پیش‌رونده ریون در دانشگاه آزاد خوراسگان. دانش و پژوهش در روان¬شناسی، 71، 74-31.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental diseases (5thed). Arlington, VA: American Psychiatric Association.
An, J. Y., & Claudianos, C. (2016). Genetic heterogeneity in autism: From single gene to a pathway perspective. Neuroscience & Biobehavioral Reviews, 68, 442-453.
Andrews, L., Attwood, T., & Sofronoff, K. (2013). Increasing the appropriate demonstration of affectionate behavior in children with Asperger syndrome, high functioning autism, and PDD-NOS: A randomized controlled trial. Research in Autism Spectrum Disorders, 7(12), 1568-1578.
Burke, H. R. (1985). Raven's Progressive Matrices (1938): More on norms, reliability, and validity. Journal of Clinical Psychology, 41(2), 231-235.
Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79(2), 359-374.
Cappadocia, M. C., Weiss, J. A., & Pepler, D. (2012). Bullying experiences among children and youth with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(2), 266-277.
Chen, P. Y., & Schwartz, I. S. (2012). Bullying and victimization experiences of students with autism spectrum disorders in elementary schools. Focus on Autism and Other Developmental Disabilities, 27(4), 200-212.
Constantino, J. N., & Frazier, T. W.(2013). Commentary: The observed association between autistic severity measured by the Social Responsiveness Scale (SRS) and general psychopathology-a response to Hus et al. Journal of Child Psychology and Psychiatry,an allied disciplines, 54(6), 695-697.
Corbett, B. A., Key, A. P., Qualls, L., Fecteau, S., Newsom, C., Coke, C., & Yoder, P. (2016). Improvement in social competence using a randomized trial of a theatre intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(2), 658-672.
Deater-Deckard, K. (2001). Annotation: Recent research examining the role of peer relationships in the development of psychopathology. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(5), 565-579.
DeRosier, M. E. (2004). Building relationships and combating bullying: Effectiveness of a school-based social skills group intervention. Journal of Clinical Child and Adolescent Psychology, 33(1), 21-31.
DeRosier, M. E., & Gilliom, M. (2007). Effectiveness of a parent training program for improving children’s social behavior. Journal of Child and Family Studies, 16(5), 660-670.
DeRosier, M. E., & Marcus, S. R. (2005). Building friendships and combating bullying: Effectiveness of S.S.GRIN at one-year follow-up. Journal of Clinical Child and Adolescent Psychology, 34(1), 140-150.
Didden, R., Sturmey, P., Sigafoos, J., Lang, R., O’Reilly, M. F., & Lancioni, G. E. (2012). Nature, prevalence, and characteristics of challenging behavior. Functional Assessment for Challenging Behaviors, Springer, 25-44.
Dominick, K. C., Davis, N. O., Lainhart, J., Tager-Flusberg, H., & Folstein, S. (2007). Atypical behaviors in children with autism and children with a history of language impairment. Research in Developmental Disabilities, 28(2), 145-162.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405- 432.
Dworzynski, K., Happé, F., Bolton, P., & Ronald, A. (2009). Relationship between symptom domains in autism spectrum disorders: a population based twin study. Journal of Autism and Developmental Disorders, 39(8), 1197-1210.
Epp, K. M. (2008). Outcome-based evaluation of a social skills program using art therapy and group therapy for children on the autism spectrum. Children & Schools, 30(1), 27-36.
Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and Special Education, 36(5), 299-311.
Farmer, C. A., & Aman, M. G. (2011). Aggressive behavior in a sample of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 317-323.
Fekkes, M., van de Sande, M., Gravesteijn, J., Pannebakker, F., Buijs, G., Diekstra, R., & Kocken, P. (2016). Effects of the Dutch Skills for Life program on the health behavior, bullying, and suicidal ideation of secondary school students. Health Education, 116(1), 2-15.
Frankel, F., Myatt, R., Sugar, C., Whitham, C., Gorospe, C. M., & Laugeson, E. (2010). A randomized controlled study of parent-assisted children’s friendship training with children having autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(7), 827-842.
Frey, J. R., Elliott, S. N., & Gresham, F. M. (2011). Preschoolers’ Social Skills: Advances in Assessment for Intervention Using Social Behavior Ratings. School Mental Health, 3(4), 179-190.
Gantman, A., Kapp, S. K., Orenski, K., & Laugeson, E. A. (2012). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 42(6), 1094-1103
Gates, J. A., Kang, E., & Lerner, M. D. (2017). Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, 52, 164-181
Gilliam, J. E. (1995). Gilliam autism rating scale: Examiner's manual: Pro-ed
Gresham, F. M., & Elliott, S. N. (1984). Assessment and classification of children’s social skills: A review of methods and issues. School Psychology Review, 13, 292-301.
Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system: Rating scales manual: NCS Pearson.
Hayes, S. A., & Watson, S. L. (2013). The impact of parenting stress: A meta-analysis of studies comparing the experience of parenting stress in parents of children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(3), 629-642.
Heyvaert, M., Saenen, L., Campbell, J. M., Maes, B., & Onghena, P. (2014). Efficacy of behavioral interventions for reducing problem behavior in persons with autism: An updated quantitative synthesis of single-subject research. Research in Developmental Disabilities, 35(10), 2476-2463
Humphrey, N., & Symes, W. (2010). Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: A qualitative study. Journal of Research in Special Educational Needs, 10(2), 82-90.
Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2016). Associations among middle school students’ bullying roles and social skills. Journal of School Violence, 15(3), 278-259.
Kanne, S. M., & Mazurek, M. O. (2011). Aggression in children and adolescents with ASD: Prevalence and risk factors. Journal of Autism & Developmental Disorders, 41(7), 926-937.
Lai, M. C., Lombardo, M. V., & Baron-Cohen, S. (2014). Autism. The Lancet, 383, 896-910.
Lecavalier, L. (2005). An evaluation of the Gilliam autism rating scale. Journal of Autism and Developmental Disorders, 35(6),795.
Lecavalier, L. (2014). Davis III, S.W., White, Th.H., & Ollendick. (Eds.) Handbook of autism and anxiety. Phenotypic variability in autism spectrum disorder: Clinical considerations, Springer, 15-24.
Little, L. (2001). Peer victimization of children with Asperger spectrum disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 40(9), 995-99.
Lopata, C., Thomeer, M. L., Volker, M. A., Nida, R. E., & Lee, G. K. (2008). Effectiveness of a manualized summer social treatment program for high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(5), 890-904.
Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disorders: An overview. Behavior Modification, 31(5), 682-707.
McDaniel, S. C., Bruhn, A. L., & Troughton, L. (2017). A brief social skills intervention to reduce challenging classroom behavior. Journal of Behavioral Education, 26(1), 53-74.
Mesman, J., Bongers, I. L., & Koot, H. M. (2001). Preschool developmental pathways to preadolescent internalizing and externalizing problems. Journal of Child Psychology and Psychiatry, 42, 679-689.
Miles, J., H. (2011). Autism spectrum disorders–a genetics review. Genetics in Medicine, 13, 278-294.
Murphy, O., Healy, O., & Leader, G. (2009). Risk factors for challenging behaviors among 157 children with autism spectrum disorder in Ireland. Research in Autism Spectrum Disorders, 3(2), 474-482.
O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behaviors: A practical handbook (3rd Ed). Stanford, CT: Cengage Learning.
Parker, J. G., Rubin, K. H., Erath, S. A., Wojslawowicz, J. C., & Buskirk, A. A. (2006). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psycho-pathology: Theory and Methods, 96-161. New York: Wiley.
Raven, J. (1989). The Raven Progressive Matrices: A review of national norming studies and ethnic and socioeconomic variation within the United States. Journal of Educational Measurement, 26(1), 1-16.
Raven, J. (2000). The Raven's progressive matrices: change and stability over culture and time. Cognitive Psychology, 41(1), 1-48.
Rubenstein, E., Wiggins, L. D., Schieve, L. A., Bradley, C., DiGuiseppi, C., Moody, E., & Olshan, A. F. (2018). Associations between parental broader autism phenotype and child autism spectrum disorder phenotype in the Study to Explore Early Development. Journal of Autism and Developmental Disorders, 47(10), 3253–3266.
Schohl, K. A., Van Hecke, A. V., Carson, A. M., Dolan, B., Karst, J., & Stevens, S. (2014). A replication and extension of the PEERS intervention: examining effects on social skills and social anxiety in adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(3), 532-545.
Schroeder, J. H., Cappadocia, M. C., Bebko, J. M., Pepler, D. J., & Weiss, J. A. (2014). Shedding light on a pervasive problem: A review of research on bullying experiences among children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(7), 1520-1534.
Schopler, E., Reichler, R., & Renner, B. R. (1988). The childhood autism rating scale (CARS) Western Psychological Services. Los Angeles, CA.
Suhrheinrich, J. Hall, L., J., Reed, S., R., Stahmer, A., C., Schreibman, L., & Wilkinson, L., A. (Ed). (2014). Autism spectrum disorder in children and adolescents: Evidence-based assessment and intervention in schools., (pp. 151-172). Washington, DC, US: American Psychological Association.
Van Roekel, E., Scholte, R. H., & Didden, R. (2010). Bullying among adolescents with autism spectrum disorders: Prevalence and perception. Journal of Autism and Developmental Disorders, 40(1), 63-73.
Walsh, C. E., Mulder, E., & Tudor, M. E. (2013). Predictors of parent stress in a sample of children with ASD: Pain, problem behavior, and parental coping. Research in Autism Spectrum Disorders, 7, 256-264.
Yoo, H. J., Bahn, G., Cho, I. H., Kim, E. K., Kim, J. H., Min, J. W., & Laugeson, E. A. (2014). A randomized controlled trial of the Korean version of the PEERS® parent-assisted social skills training program for teens with ASD. Autism Research, 7(1), 145-161.