Infos Autisme : Phorum 7
Ce forum accueille les informations, résumés d'articles ou de manifestations concernant l'autisme et les travaux de recherche qui concernent les troubles du spectre autistique
méthodes:
Posted by: root (IP Logged)
Date: February 06, 2018 08:12AM
Cognitive remediation therapy
Int J Psychiatry Med. 2016 Apr;51(3):223-35. doi: 10.1177/0091217416651254.
The effects of cognitive remediation therapy using the frontal/executive program for autism spectrum disorder.
Miyajima M1, Omiya H2, Yamashita K2, Miyata T2, Yambe K2, Matsui M3, Denda K4.
Author information
Abstract
OBJECTIVE:
The cognitive features and treatment of autism spectrum disorder have been the subject of much debate in recent years. Therapeutic approaches to date have focused on skills acquisition, support tailored to the characteristics of autism spectrum disorder, and interventions in social cognitive functioning; there have been few reports describing interventions aimed at neurocognitive dysfunction. In this study, we focus on impairment of executive functioning in autism spectrum disorder patients and investigate improvements in executive functioning and their generalization to social functioning.
METHOD:
The intervention adopted for this study was cognitive remediation therapy using the frontal/executive program. To investigate the effectiveness of frontal/executive program, 15 subjects who consented to participate in the study were randomly assigned to an intervention group or control group. Frontal/executive program was administered to the intervention group for about six months. Both groups were evaluated using the same scales: BACS-J, WCST, and CPT for cognitive assessment; SCoRS-J, GAF, and LASMI for social functioning; and GSE for self-efficacy.
RESULTS:
Both groups had lower scores for cognitive functioning than normal individuals at baseline. After completion of frontal/executive program, the intervention group showed improved performance on BACS-J for overall score, digit sequencing, verbal fluency, and Tower of London tasks. Improvements were also seen on SCoRS-J and LASMI scales of social functioning.
CONCLUSIONS:
This was the first study to use frontal/executive program to focus on neurocognitive dysfunction in autism spectrum disorder patients. Frontal/executive program is effective in improving impaired executive functioning in autism spectrum disorder patients and may also lead to improvements in some aspects of social functioning.
Edited 1 time(s). Last edit at 07/01/2019 06:46PM by root.
Int J Psychiatry Med. 2016 Apr;51(3):223-35. doi: 10.1177/0091217416651254.
The effects of cognitive remediation therapy using the frontal/executive program for autism spectrum disorder.
Miyajima M1, Omiya H2, Yamashita K2, Miyata T2, Yambe K2, Matsui M3, Denda K4.
Author information
Abstract
OBJECTIVE:
The cognitive features and treatment of autism spectrum disorder have been the subject of much debate in recent years. Therapeutic approaches to date have focused on skills acquisition, support tailored to the characteristics of autism spectrum disorder, and interventions in social cognitive functioning; there have been few reports describing interventions aimed at neurocognitive dysfunction. In this study, we focus on impairment of executive functioning in autism spectrum disorder patients and investigate improvements in executive functioning and their generalization to social functioning.
METHOD:
The intervention adopted for this study was cognitive remediation therapy using the frontal/executive program. To investigate the effectiveness of frontal/executive program, 15 subjects who consented to participate in the study were randomly assigned to an intervention group or control group. Frontal/executive program was administered to the intervention group for about six months. Both groups were evaluated using the same scales: BACS-J, WCST, and CPT for cognitive assessment; SCoRS-J, GAF, and LASMI for social functioning; and GSE for self-efficacy.
RESULTS:
Both groups had lower scores for cognitive functioning than normal individuals at baseline. After completion of frontal/executive program, the intervention group showed improved performance on BACS-J for overall score, digit sequencing, verbal fluency, and Tower of London tasks. Improvements were also seen on SCoRS-J and LASMI scales of social functioning.
CONCLUSIONS:
This was the first study to use frontal/executive program to focus on neurocognitive dysfunction in autism spectrum disorder patients. Frontal/executive program is effective in improving impaired executive functioning in autism spectrum disorder patients and may also lead to improvements in some aspects of social functioning.
Edited 1 time(s). Last edit at 07/01/2019 06:46PM by root.
méthodes: Mixed Methods Approach to Describe Social Interaction During a Group Intervention for Adolescents With Autism Spectrum Disorders.
Posted by: root (IP Logged)
Date: July 01, 2019 06:45PM
Front Psychol. 2019 Jun 4;10:1158. doi: 10.3389/fpsyg.2019.01158. eCollection 2019.
Mixed Methods Approach to Describe Social Interaction During a Group Intervention for Adolescents With Autism Spectrum Disorders.
Alcover C1,2, Mairena MÁ2,3, Mezzatesta M2,3, Elias N2,3, Díez-Juan M2,3, Balañá G2,3, González-Rodríguez M2,3, Rodríguez-Medina J4, Anguera MT5, Arias-Pujol E1.
Author information
Abstract
Over the last 20 years, researchers have been mixing qualitative and quantitative approaches, but mixed methods research represents a new movement that arose in response to the currents of qualitative and quantitative research, considered separately. Little has been published on the use of polar coordinate analysis in psychotherapy. This type of analysis can provide detailed information and integrate the qualitative-quantitative analysis. Even less has been published on the analysis of ASD children's behavior. The main aim of this study was to implement this mixed methods methodology to analyze patterns of social behaviors in a group of adolescents with ASD during a group social competence intervention program. Moreover, we wanted to see whether an observational scale could be combined fruitfully with polar coordinate analysis and to investigate whether typical ASD behaviors show similar interrelations (prospective and retrospective sequentialities) as behaviors observed in psychotherapy. We used an adaptation from the Social Skills Training Program (UC Davis, California). We observed that each participant took a unique course, increasing or decreasing the number and quality of their social behaviors. In accordance with previous literature, results suggest some increment in the amount of appropriate social conduct. We did not detect a generalized progress pattern but agreed that there were changes between the beginning and end of the intervention. Therefore, we consider that observational methodology is useful in the field of psychotherapy and ASD, offering detailed information about changes and development that cannot be obtained with other traditional measures, such as questionnaires.
KEYWORDS:
ASD; Qual-Quan integration; group; mixed methods; polar coordinate; social skills interventions; systematic observation
Free PMC Article
Mixed Methods Approach to Describe Social Interaction During a Group Intervention for Adolescents With Autism Spectrum Disorders.
Alcover C1,2, Mairena MÁ2,3, Mezzatesta M2,3, Elias N2,3, Díez-Juan M2,3, Balañá G2,3, González-Rodríguez M2,3, Rodríguez-Medina J4, Anguera MT5, Arias-Pujol E1.
Author information
Abstract
Over the last 20 years, researchers have been mixing qualitative and quantitative approaches, but mixed methods research represents a new movement that arose in response to the currents of qualitative and quantitative research, considered separately. Little has been published on the use of polar coordinate analysis in psychotherapy. This type of analysis can provide detailed information and integrate the qualitative-quantitative analysis. Even less has been published on the analysis of ASD children's behavior. The main aim of this study was to implement this mixed methods methodology to analyze patterns of social behaviors in a group of adolescents with ASD during a group social competence intervention program. Moreover, we wanted to see whether an observational scale could be combined fruitfully with polar coordinate analysis and to investigate whether typical ASD behaviors show similar interrelations (prospective and retrospective sequentialities) as behaviors observed in psychotherapy. We used an adaptation from the Social Skills Training Program (UC Davis, California). We observed that each participant took a unique course, increasing or decreasing the number and quality of their social behaviors. In accordance with previous literature, results suggest some increment in the amount of appropriate social conduct. We did not detect a generalized progress pattern but agreed that there were changes between the beginning and end of the intervention. Therefore, we consider that observational methodology is useful in the field of psychotherapy and ASD, offering detailed information about changes and development that cannot be obtained with other traditional measures, such as questionnaires.
KEYWORDS:
ASD; Qual-Quan integration; group; mixed methods; polar coordinate; social skills interventions; systematic observation
Free PMC Article
Sorry, only registered users may post in this forum.