Neus Elias’s research while affiliated with Hospital Sant Joan de Déu and other places

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Publications (2)


Polar coordinate results in Response to interaction as a focal behavior in sessions 2 and 10 in participants with VIQ > 90 and VIQ < 90
Polar coordinate results in Initiation to interaction as a focal behavior in sessions 2 and 10 in participants with VIQ > 90 and VIQ < 90
Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis
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March 2022

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191 Reads

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5 Citations

Journal of Autism and Developmental Disorders

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The demand of social skills interventions for people with ASD has grown in recent years. The main goal of this research was to study social skills: “responding to interaction” and “initiating interaction”, and to capture whether there were differences between an initial and a final session in a program for children with ASD. Additionally, we aimed to compare social skills patterns according to the VIQ level. The sample (N = 20) was divided into 2 subgroups depending on whether the VIQ was > 90 or < 90. We employed a mixed methods approach based on a systematic observation of social behaviors. The observational design was nomothetic, follow-up, and multidimensional. Once we confirmed inter-observer reliability for the ad hoc observational instrument we performed descriptive statistics and polar coordinate analysis using LINCE software. The results show high intragroup and intergroup variability. In general, participants with VIQ < 90 showed a better improvement in responding to interaction, whereas participants with VIQ > 90 showed more complex patterns to initiate interactions. The polar coordinate technique was useful for detecting significant relationships between autism’s social micro-behaviors. Results and information obtained through observational methodology could allow professionals to understand communication and interaction of participants.

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Mixed Methods Approach to Describe Social Interaction During a Group Intervention for Adolescents With Autism Spectrum Disorders

June 2019

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435 Reads

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12 Citations

Over the last 20 years, researchers have been mixing qualitative and quantitative approaches, but mixed methods research represents a new movement that arose in response to the currents of qualitative and quantitative research, considered separately. Little has been published on the use of polar coordinate analysis in psychotherapy. This type of analysis can provide detailed information and integrate the qualitative-quantitative analysis. Even less has been published on the analysis of ASD children’s behavior. The main aim of this study was to implement this mixed methods methodology to analyze patterns of social behaviors in a group of adolescents with ASD during a group social competence intervention program. Moreover, we wanted to see whether an observational scale could be combined fruitfully with polar coordinate analysis and to investigate whether typical ASD behaviors show similar interrelations (prospective and retrospective sequentialities) as behaviors observed in psychotherapy. We used an adaptation from the Social Skills Training Program (UC Davis, California). We observed that each participant took a unique course, increasing or decreasing the number and quality of their social behaviors. In accordance with previous literature, results suggest some increment in the amount of appropriate social conduct. We did not detect a generalized progress pattern but agreed that there were changes between the beginning and end of the intervention. Therefore, we consider that observational methodology is useful in the field of psychotherapy and ASD, offering detailed information about changes and development that cannot be obtained with other traditional measures, such as questionnaires.

Citations (2)


... Observational methodology allows capturing this functioning, as studying the individual's habitual and spontaneous behavior in their natural environment enables a detailed, intensive, microgenetic analysis of the process involved [28][29][30][31][32]. This methodology has already been successfully used in previous studies with children with ASD [33][34][35][36][37]. These studies highlight the great advantage of using the mixed-method perspective since it allows us to capture reality as it happens, systematize it, guarantee its quality, and treat it quantitatively in a rigorous manner, regardless of the area of child development under study (for example, social or cognitive skills). ...

Reference:

Executive Functions Assessment in a Child with Autism: A Pilot Single-Case Study from a Longitudinal and Mixed Methods Approach
Measuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysis

Journal of Autism and Developmental Disorders

... In this sense, we consider that it can be especially useful for educators, who frequently affirm they do not have the time or training necessary to build an adequate observation instrument that allows the objective and precise collection of the relevant behaviors necessary for an adequate evaluation of their students. Educational and ASD professionals need new methods and instruments to evaluate the interventions and the changes in the children [106]. Our observation instrument contributes to responding to this need. ...

Mixed Methods Approach to Describe Social Interaction During a Group Intervention for Adolescents With Autism Spectrum Disorders