Improving Social Communication in Autistic Adolescents Through a Clinic-Home-School Collaboration.
Saved in:
| Title: | Improving Social Communication in Autistic Adolescents Through a Clinic-Home-School Collaboration. |
|---|---|
| Authors: | Koegel, Lynn Kern (AUTHOR), Abrams, Daniel A. (AUTHOR), Tran, Thuan N. (AUTHOR), Koegel, Robert L. (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Mar2026, Vol. 56 Issue 3, p878-891. 14p. |
| Subjects: | Prevention of mental depression, Anxiety prevention, Interprofessional relations, Research funding, Satisfaction, Schools, Evaluation of human services programs, Pilot projects, Role playing, Students with disabilities, Parent attitudes, Anxiety, Descriptive statistics, Psychoeducation, Asperger's syndrome in adolescence, Sound recordings, Communication, Home schooling, Parents of children with disabilities, Individualized medicine, Needs assessment, Interpersonal relations, Psychological tests, Autism in adolescence, Psychosocial factors, Socialization, Patients' attitudes, Video recording, Inter-observer reliability, Adolescence |
| Abstract: | Differences in social communication are common in highly verbal autistic adolescents and can interfere with development of friendships as well as lead to other co-occurring challenges. The purpose of this initial study was to assess whether targeted areas of social communication would improve following the implementation of a manualized social communication package with parent participation and school coordination. Autistic adolescents who demonstrated challenges with social communication participated in this study in the context of a rigorous concurrent multiple baseline experimental design. Weekly intervention targeting social communication was implemented over a period of six to seven weeks (depending on preintervention scores). Additionally, parents and participants completed standardized assessments of anxiety and depression and a post-intervention questionnaire was administered to assess their satisfaction with the intervention. This study demonstrated that social communication could be improved with a short-term intervention program with parent and school participation. All participants showed improvements in social communication, which was maintained at follow-up. Also, all participants and their parents reported high satisfaction with the program. These findings corroborate a growing literature base suggesting that support in the area of social communication is needed and can benefit autistic adolescents. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Differences in social communication are common in highly verbal autistic adolescents and can interfere with development of friendships as well as lead to other co-occurring challenges. The purpose of this initial study was to assess whether targeted areas of social communication would improve following the implementation of a manualized social communication package with parent participation and school coordination. Autistic adolescents who demonstrated challenges with social communication participated in this study in the context of a rigorous concurrent multiple baseline experimental design. Weekly intervention targeting social communication was implemented over a period of six to seven weeks (depending on preintervention scores). Additionally, parents and participants completed standardized assessments of anxiety and depression and a post-intervention questionnaire was administered to assess their satisfaction with the intervention. This study demonstrated that social communication could be improved with a short-term intervention program with parent and school participation. All participants showed improvements in social communication, which was maintained at follow-up. Also, all participants and their parents reported high satisfaction with the program. These findings corroborate a growing literature base suggesting that support in the area of social communication is needed and can benefit autistic adolescents. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06545-6 |
