Journal article
Social performance-based interventions promote gains in social knowledge in the absence of explicit training for youth with autism spectrum disorder
Bulletin of the Menninger Clinic, v 83(3), pp 301-325
01 Sep 2019
PMID: 31502873
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Youth with autism spectrum disorder (ASD) experience deficits in social knowledge. It has long been theorized that these youth must learn these skills explicitly, and social skills interventions (SSIs) have followed suit. Recently, performance-based SSIs have emerged, which promote in vivo opportunities for social engagement without explicit instruction. Effects of performance-based SSIs on social knowledge have not been examined. This study employs two discrete samples (one lab-based, one community-based) of youth with ASD to examine the effects of performance-based interventions on social knowledge. Results largely support the efficacy and effectiveness of improving social knowledge by performance-based interventions without explicit teaching. This indicates that youth with ASD may be able to learn these aspects of social cognition implicitly, rather than exclusively explicitly. The results of the current study also suggest that SSI content, dosage, and intensity may relate to these outcomes, which are important considerations in clinical practice and future studies.
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Details
- Title
- Social performance-based interventions promote gains in social knowledge in the absence of explicit training for youth with autism spectrum disorder
- Creators
- Bianca M. Marro - Stony Brook UniversityErin Kang - Stony Brook UniversityKathryn M. Hauschild - Stony Brook UniversityKarys M. Normansell - Stony Brook UniversityTamara M. Abu-Ramadan - Stony Brook UniversityMatthew D. Lerner - Stony Brook University
- Publication Details
- Bulletin of the Menninger Clinic, v 83(3), pp 301-325
- Publisher
- Guilford Publications Inc
- Number of pages
- 25
- Grant note
- Stony Brook Department of Psychiatry Pilot Grants Program Brian Wright Memorial Autism Research Fund
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:000485684900006
- Scopus ID
- 2-s2.0-85071984633
- Other Identifier
- 991021862275404721
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Web of Science research areas
- Psychiatry
- Psychology, Psychoanalysis