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Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre-Based, Peer-Mediated Intervention
Autism research, 2014-02, Vol.7 (1), p.4-16
Corbett, Blythe A.
Swain, Deanna M.
Coke, Catherine
Simon, David
Newsom, Cassandra
Houchins-Juarez, Nea
Jenson, Ashley
Wang, Lily
Song, Yanna
2014
Details
Autor(en) / Beteiligte
Corbett, Blythe A.
Swain, Deanna M.
Coke, Catherine
Simon, David
Newsom, Cassandra
Houchins-Juarez, Nea
Jenson, Ashley
Wang, Lily
Song, Yanna
Titel
Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre-Based, Peer-Mediated Intervention
Ist Teil von
Autism research, 2014-02, Vol.7 (1), p.4-16
Ort / Verlag
United States: Blackwell Publishing Ltd
Erscheinungsjahr
2014
Link zum Volltext
Quelle
Wiley Online Library Journals【キャンパス外アクセス可】
Beschreibungen/Notizen
Social Emotional NeuroScience Endocrinology Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer‐mediated model. Previous research using a 3‐month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2‐week summer camp model. Typically developing peers were trained and paired with ASD youth (8–17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest–posttest design for within‐group comparisons was used, and prespecified pairwise comparisons were achieved using a nonparametric Wilcoxon signed‐rank test. Significant differences were observed in face processing, social awareness, and social cognition (P < 0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (P < 0.05), while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared with home values yet declined by the end of treatment and further reduced during posttreatment play with peers. Results corroborate previous findings that the peer‐mediated theatre program contributes to improvement in core social deficits in ASD using a short‐term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. Autism Res 2014,7: 4–16. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.
Sprache
Englisch
Identifikatoren
ISSN: 1939-3792
eISSN: 1939-3806
DOI: 10.1002/aur.1341
Titel-ID: cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_3943749
Format
–
Schlagworte
Adolescent
,
Arousal - physiology
,
autism
,
Awareness - physiology
,
Behavior Therapy - methods
,
Camping
,
Child
,
Child Development Disorders, Pervasive - blood
,
Child Development Disorders, Pervasive - diagnosis
,
Child Development Disorders, Pervasive - psychology
,
Child Development Disorders, Pervasive - therapy
,
cortisol
,
Emotional Intelligence - physiology
,
face processing
,
Facial Expression
,
Female
,
Humans
,
Hydrocortisone - blood
,
Interpersonal Relations
,
Male
,
Outcome and Process Assessment (Health Care)
,
Peer Group
,
Psychodrama - methods
,
Social Behavior Disorders - blood
,
Social Behavior Disorders - diagnosis
,
Social Behavior Disorders - psychology
,
Social Behavior Disorders - therapy
,
Social Environment
,
social interaction
,
Social Perception
,
theatre
,
Theory of Mind - physiology
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