Abstract
Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children’s ability to interact cooperatively with peers during structured and non-structured social situations. Direct (e.g., social problem solving) and indirect (theory of mind; executive function) treatment effects on social cognitive capabilities were also examined. Participants were 26 preadolescent HF children with ASD. Study results demonstrated direct and indirect treatment effects on social cognition and mixed results regarding children’s social interaction capabilities. Although children’s cooperative capabilities within the intervention group improved, dyadic, and group social interactions during school recess did not. Discussion focused on the utility of such group-intervention in increasing social functioning.
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Acknowledgments
This research was supported by a grant from the Israel Foundation Trustees. Special thanks are extended to Chani Kfir for coordinating the project, to Hadar Dadush for her cooperation in the development of the group program, to Efrat Orbach-Kaspi, Limor Sasson, and Galit Agam for their help in data collection, and to Dee B. Ankonina for her editorial contribution. My gratitude is also extended to the children and families, school principals, and teachers who participated in the study and made this intervention possible.
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Appendix
Appendix
Definitions for Observed Companionship Behaviors
Five Categories
Mutual planning: The child makes a statement related to planning the task, for example: “Let’s draw a zoo.”
Cooperation: The child shows a behavior or makes a statement that reflects an ability to collaborate with other children’s suggestions or to give up his/her own idea in favor of another child’s or to consider another child’s wishes, for example: agreeing to another child’s suggestions regarding the type of objects to draw, expressing willingness to draw in a certain color or size or location on the shared page as suggested by another child.
Eye contact: The child looks into the eyes of another child.
Negotiation: The child makes arguments in favor of his/her idea and discusses ideas, tasks, and roles in the activity with another child, for example: “I gave up last time and we drew what you suggested, so this time it is your turn to give up your idea and accept mine;” “We can combine my idea with yours and create a prettier picture;” or “We can draw the dolphin here and the flowers on the other side of the paper.”
Sharing: The child tells peers about his/her experiences, feelings, or thoughts (“It’s so much fun drawing this”) or asks peers about theirs.
Global companionship score: Calculated by combining mutual planning, cooperation, eye contact, negotiation, and sharing.
Active involvement score: The child’s productive involvement (versus off-task time) in the activity, whether as a leader or as a follower.
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Bauminger, N. Brief Report: Group Social-Multimodal Intervention for HFASD. J Autism Dev Disord 37, 1605–1615 (2007). https://doi.org/10.1007/s10803-006-0246-3
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DOI: https://doi.org/10.1007/s10803-006-0246-3