A Randomized Controlled Trial of a Cognitive Behavioural Intervention for Anger Management in Children Diagnosed with Asperger Syndrome
The purpose of the study described was to evaluate the effectiveness of a cognitive behavioural intervention for anger management with children diagnosed with Asperger syndrome. Forty-five children and their parents were randomly assigned to either intervention or wait-list control conditions. Children in the intervention participated in six 2-h weekly sessions while parents participated in a larger parent group. Parent reports indicated a significant decrease in episodes of anger following intervention and a significant increase in their own confidence in managing anger in their child. Qualitative information gathered from parents and teachers indicated some generalization of strategies learned in the clinic setting to both home and school settings. Limitations of the study and suggestions for future research are also discussed.
Available from: Anja Wittkowski
- "For example, RCT studies have shown positive effects of parent-based interventions for children with intellectual disabilities/developmental delay (Leung et al. 2013; McIntyre 2008; Plant and Sanders 2007; Roberts et al. 2006; Roux et al. 2013), autistic spectrum conditions (Sofronoff et al. 2004; Whittingham et al. 2009) and attention deficit disorder (Azevedo et al. 2013; Hoath and Sanders 2002; Jones et al. 2007). Whilst these interventions have been directed at parents, some studies have also evaluated treatment models in which adjunctive parent interventions are implemented alongside child-directed treatments (e.g., Autistic spectrum conditions: Sofronoff et al. 2007; ADHD: Webster-Stratton et al. 2011). Indeed, within tic disorders there have been some attempts to incorporate parent-directed elements into child-focused interventions. "
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ABSTRACT: Tic disorders can have an emotional and social impact on children and families, which can in turn have a reciprocal impact on tics. Research into parenting interventions within this population is limited. Twenty-five professionals’ views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored using Q-methodology. Three highly correlated factors emerged, indicating three viewpoints with discrete elements that were underpinned by similar general perspectives. All factors endorsed a psychological approach, the importance of parenting practices, and theoretical and clinical justifications for parenting interventions. Discrete elements of the viewpoints debated the advocated focus, barriers and audience of interventions. Multidisciplinary professionals endorsed parenting interventions as a therapeutic tool within tic disorders. Results provide suggestions to further develop and implement interventions.
Journal of Child and Family Studies 11/2015; DOI:10.1007/s10826-015-0317-1 · 1.42 Impact Factor
- "The first efforts to increase social cognition focused on enhancing social understanding (Gray 1998) and promoting social cognitive capabilities such as ToM and basic emotion recognition (Ozonoff and Miller 1995), however, in general, improvements noted in the targeted domain did not generalize to other domains of social competency. More recently, CBIs have produced promising outcomes in reducing a range of symptoms such as anxiety (Sofronoff et al. 2007), anger (Attwood 2004), and obsessive–compulsive symptoms (Reaven and Hepburn 2003). In a CBI targeting emotion recognition, ToM, and EF, Solomon et al. (2004) found increases in problem solving and facial expression recognition although substantial gains in ToM skills were not realized. "
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ABSTRACT: The present study examines the efficacy of a social skills and Theory of Mind (S.S.ToM) intervention for children with high-functioning ASD. Children were taught to identify and consider their peer’s mental states, e.g., knowledge, emotions, desires, beliefs, intentions, likes and dislikes, while learning friendship-making skills and
strategies, through the use of visual scaffolds in story format. Compared to two control groups, S.S.ToM participants demonstrated significantly greater gains on measures of Theory of Mind and social responsiveness. At a 3-month follow-up assessment, improvements appeared to have been maintained and continued gains were observed. These results provide support for the utility of a visually supported Theory of Mind and social skills intervention that may be delivered in community settings.
Journal of Autism and Developmental Disorders 01/2015;
Available from: Jonathan A Weiss
- "Finally, the authors reviewed these 168 articles in a more in-depth review and reached a consensus to further exclude 136 articles (70 did not involve participants with an ASD diagnosis, 42 were theoretical papers or secondary reviews, 15 did not include at least one ER measure, and 9 did not involve participants with an ASD diagnosis and were theoretical papers or secondary reviews), resulting in 32 articles that met the criteria and were included in the current review. Reference lists from the 32 studies were also reviewed [see asterisks in reference list for final included studies; specifically, three were ultimately identified through Bal et al., 2010; Mazefsky et al., 2013; Sofronoff, Attwood, Hinton, & Levin, 2007; Van Hecke et al., 2009]. "
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ABSTRACT: Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, ●●: ●●–●●. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.
Autism Research 12/2014; 7(6):629-648. DOI:10.1002/aur.1426 · 4.33 Impact Factor
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