期刊名称：Revue de Neuropsychologie Neurosciences Cognitives et Cliniques
印刷版ISSN：2101-6739
电子版ISSN：2102-6025
出版年度：2016
卷号：8
期号：1
页码：38-48
DOI：10.1684/nrp.2016.0371
出版社：John Libbey Eurotext
摘要：Figures Tables Authors Laetitia Bon 1234 * Angeline Lesur 4 Alice Hamel-Desbruères 1234 Daisy Gaignard 4 Pascale Abadie 6 Edgar Moussaoui 4 Berengère Guillery-Girard 1235 Fabian Guénolé 1234 Jean-Marc Baleyte 1234 1 Inserm U1077, 2, rue des Rochambelles Caen, 14032, France 2 Université de Caen Basse-Normandie, UMR-S1077, Caen, France 3 École pratique des Hautes Études, UMR-1077, Caen, France 4 CHU Caen, Service de Psychiatrie de l’Enfant et de l’Adolescent, 14033 Caen, France 5 CHU Caen, UMR S1077, 14033 Caen, France 6 Programme des troubles du spectre autistique, Hôpital Rivière-des-Prairies, Montréal, Québec, Canada * Correspondance Key words: autism, social skills group, social cognition DOI : 10.1684/nrp.2016.0371 Page(s) : 38-48 Published in: 2016 This study tested the efficacy of a social skills group intervention, designed to improve social relations and understanding of social situations, in adolescents with high functioning autism spectrum disorders (ASD). Sixteen adolescents with ASD aged from 10 to 15 participated in this program and were assessed with pre-treatment and post-treatment measures in social cognition. Parents completed measures of child social reciprocity, pragmatic communication and executive functioning was used to determine whether the intervention influenced a socially valid outcome. The findings indicated significant gains on specific assessments measuring emotion recognition, theory of mind and pragmatic language. Slight changes were demonstrated on parent ratings of social competence and executive functioning, including behavioral regulation and metacognition, demonstrated a significant increase. Results suggest that this approach can be effective in improving social cognition in individuals with ASD, but clinicians must still pay attention to extend this positive outcome to daily activities.
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