فاعلية برنامج تدريبي لتنمية المهارات الاجتماعية لخفض العزلة الاجتماعية لدى المراهقين ذوي الإعاقة الفكرية البسيطة = Effectiveness of a Training Program for Developing Social Skills in Reducing Social Isolation among Adolescents with Mild Intellectual Disability

Abstract Adolescents with intellectual disability (ID) engage in risky behavior and offending. However, little is known on the impact school-related predictors have on engagement in risky behaviors for adolescents with ID. This study analyzed secondary data from the National Longitudinal Transition Study-2 (NLTS2) to determine levels of engagement in risky behaviors and offending for adolescents with mild and moderate/severe ID. School-related predictors of engagement for adolescents with mild ID were also explored. Results indicated adolescents with mild ID engage in risky behaviors and offending at significantly higher rates as compared to adolescents with moderate/severe ID. Participation in a social skills or life skills class was a significant predictor of less engagement in risky behaviors for individuals with mild ID.

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Effects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-015-2434-5 ◽

2015 ◽

Vol 45 (9) ◽

pp. 2674-2690 ◽

Cited By ~ 22

Author(s):

Joshua B. Plavnick ◽

Tiffany Kaid ◽

Mari C. MacFarland

Keyword(s):

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Social Skills ◽

Training Program ◽

Social Skills Training ◽

Skills Training ◽

Autism Spectrum ◽

Spectrum Disorder ◽

School Based ◽

Adolescents With Autism

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Improving Emotional Competence in Children With Autism Spectrum Disorder and Mild Intellectual Disability in Schools: A Preliminary Treatment Versus Waitlist Study

Behaviour Change ◽

10.1017/bec.2019.13 ◽

2019 ◽

Vol 36 (4) ◽

pp. 216-232 ◽

Cited By ~ 1

Author(s):

Belinda Ratcliffe ◽

Michelle Wong ◽

David Dossetor ◽

Susan Hayes

Keyword(s):

Mental Health ◽

Autism Spectrum Disorder ◽

Intellectual Disability ◽

Social Skills ◽

Emotional Competence ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Medium Effect ◽

Mild Intellectual Disability

AbstractThis pilot study evaluated the effectiveness of delivering a new cognitive behavioural intervention package ‘Emotion-Based Social Skills Training (EBSST) for Children with Autism Spectrum Disorder (ASD) and Mild Intellectual Disability (ASD + MID)’ in schools. Fourteen school counsellors nominated 75 children (aged 7–13 years) with ASD + MID to receive 16 sessions of EBSST in groups of 3–8 children in their schools. Parent and teacher pre-post ratings of emotional competence (Emotions Development Questionnaire), social skills (Social Skills Improvement System Rating Scales) and mental health (Developmental Behaviour Checklist) were collected. Forty-three children received 16 sessions of EBSST and 32 children were allocated to the 9-month waitlist control group. Teachers and parents also received six EBSST training sessions in separate groups at school. Significant improvements in parent and teacher ratings of emotional competence were found at posttreatment among children in the EBSST group relative to controls; however, the results were not significant after the Bonferroni adjustment. Small to medium effect sizes were found. No difference in untrained social skills or mental health was observed. This study provides preliminary support for the utility of EBSST in teaching emotional competence skills for children with ASD + MID in schools and provides valuable pilot data for future research.

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