Peers, play and performance to improve social interaction in autism

同伴、游戏和表现可改善自闭症患者的社交互动

基本信息

批准号：
8685332
负责人：
Blythe Anne Corbett
金额：
$ 23.55万
依托单位：
VANDERBILT UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2013
资助国家：
美国
起止时间：
2013-07-01 至 2016-04-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8685332
关键词：
Address Adolescent Anxiety Autistic Disorder Behavior Behavioral Biological Categories Child Code Combined Modality Therapy Community Services Control Groups Data Distal Emotions Environment Familiarity Future Goals Grant Home environment Impairment Intervention Knowledge Learning Life Long-Term Effects Maintenance Manuals Measurement Measures Mediating Methods Mind Modeling Motivation Parents Participant Patient Self-Report Perception Performance Pilot Projects Play Probability Procedures Protocols documentation Randomized Reciprocal Social Interaction Relative (related person)Reporting Role playing therapy Schools Social Development Social Functioning Social Interaction Social Perception Specific qualifier value Stress Symptoms Teaching Method Techniques Testing Training Waiting Lists Youth autism spectrum disorder base behavior change blind community based treatment community setting face perception flexibility follow-up improved in vivo informant innovation neuropsychological novel strategies peer programs psychosocial public health relevance research study skills social social cognition social skills social stress theories therapy development

项目摘要

DESCRIPTION (provided by applicant): Current psychosocial interventions in autism generally target only specific aspects of social knowledge or functioning. Moreover, promising initial gains often fail to maintain or generalize. Our goal is to address the need for the development of interventions for older children and adolescents with autism spectrum disorders (ASD) in an innovative community-service model. Our treatment combines several well-documented behavioral strategies grouped into three categories (peers, play and performance) shown to have support in past social interventions. The proposal extends promising pilot findings of the SENSE Theatre approach - a synthesis of behavioral approaches with theatrical techniques delivered in a supportive peer-mediated program. Previous studies have shown improvement in social interaction skills and reduced stress. The proposed project will extend the findings using a randomized between-group experiment to more carefully assess whether previously detected changes in social interaction and stress responsivity are due to the treatment and the extent to which these changes generalize and maintain. These questions will be addressed in children and youth with ASD 8 to 16 years. The measurement protocol will assess the acquisition of social interaction skills measured by familiar (therapist, parent, peer) and unfamiliar (blind raters, other peers) informants across proximal (assessment, theatre) and distal (home, playground, school) contexts. Additionally, neuropsychological measures of social cognition/perception will be administered. Finally, we will measure change in social stress responsivity via observational (behavioral coding) and other-report (parental and self) measures. If expected findings are confirmed, this project will provide empirical support for the utilization of peer models in a community-based treatment that has generalized and maintained effects on a set of core deficits that otherwise have life-long consequences for children with ASD.

描述（由申请人提供）：目前对自闭症的心理社会干预通常仅针对社会知识或功能的特定方面。此外，有希望的初始收益往往无法维持或推广。我们的目标是通过创新的社区服务模式满足针对患有自闭症谱系障碍 (ASD) 的年龄较大儿童和青少年制定干预措施的需求。我们的治疗结合了几种有据可查的行为策略，分为三类（同伴、游戏和表现），这些策略在过去的社会干预中得到了支持。该提案扩展了 SENSE 剧院方法的有希望的试点结果 - 行为方法与戏剧技术的综合，在支持性同伴介导的项目中提供。之前的研究表明，社交互动技能有所提高，压力也有所减轻。拟议的项目将使用随机组间实验来扩展研究结果，以更仔细地评估先前检测到的社交互动和压力反应性的变化是否是由于治疗造成的，以及这些变化普遍和维持的程度。这些问题将在 8 至 16 岁患有自闭症谱系障碍的儿童和青少年中得到解决。测量协议将评估熟悉的（治疗师、父母、同伴）和不熟悉的（盲评者、其他同伴）信息提供者在近端（评估、剧院）和远端（家庭、操场、学校）环境中测量的社交互动技能的获得情况。此外，还将进行社会认知/感知的神经心理学测量。最后，我们将通过观察（行为编码）和其他报告（父母和自我）措施来衡量社会压力反应的变化。如果预期的结果得到证实，该项目将为在基于社区的治疗中使用同伴模型提供实证支持，该治疗对一系列核心缺陷产生普遍和维持的影响，否则这些缺陷会对自闭症谱系障碍儿童产生终生后果。