Alle Publikationen
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2018
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(2018): Validating a Culturally-sensitive Social Competence Training Programme for Adolescents with ASD in a Chinese Context: An Initial Investigation. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 48 (2), S. 450-460
Abstract: Previous studies on social skills training on ASD were done almost exclusively in the West with children as the main subjects. Demonstrations of the applicability of social interventions in different cultures and age groups are warranted. The current study outlined the development and preliminary evaluation of a CBT-context-based social competence training for ASD (CBT-CSCA) developed in Hong Kong for Chinese adolescents with ASD. Twenty-five adolescents (aged 12-17 years, with a FSIQ above 80) were recruited. Significant improvements in social competence, autistic symptoms and general psychopathology at post-training and 3-month follow-up were reported by the parents. The study provided initial evidence support to the applicability of social competence training for adolescents with ASD in a different culture.
2017
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(2017): Efficacy of an individualized social competence training for children with Oppositional Defiant Disorders/Conduct Disorders. In: Psychotherapy research : journal of the Society for Psychotherapy Research 27 (3), S. 326-337. DOI: 10.1080/10503307.2015.1094587
DOI: http://www.ncbi.nlm.nih.gov/pubmed/26522864 Abstract: OBJECTIVES Group-based Cognitive-Behavioral Therapy of children with aggressive behavior has resulted in significant reductions of behavior problems with small to medium effect sizes. We report the efficacy of an individualized Treatment Program for Children with Aggressive Behavior. METHOD A within-subject design with two phases (waiting, treatment) was chosen. Sixty boys aged 6-12 years with peer-related aggressive behavior were included. The course of the outcome measures (growth rates) during a 6-week waiting phase was compared with those in the subsequent treatment phase (24 weekly child sessions together with an average of 8 parent contacts) by multilevel modeling. Primary outcome was peer-related aggressive behavior rated by parents. Further outcome measures included parent ratings and patient self-reports of aggressive and prosocial behavior. RESULTS During the treatment, growth rates for all parent-rated outcome measures were significant (p < .001) and comparison with the waiting phase indicated a stronger decrease in aggressive behavior and a stronger increase in prosocial behavior. For all self-rated outcome measures, growth rates during the treatment were significant (p < .01), but comparison with the waiting phase indicated a stronger decrease only for disturbance of social interaction. CONCLUSIONS The treatment program is an effective intervention for children with peer-related aggressive behavior.
Keywords: Aggression, Attention Deficit and Disruptive Behaviour, Child, Cognitive Therapy, Conduct Disorder, Disziplin, Group, Humans, Kinder, Male, Mensch mit Behinderung, Methods, Nonverbale Kommunikation, Outcome Assessment (Health Care), Peer Group, physiology, Postkasten, Psychologie, Psychotherapy, social competence training, social competences, Social Skills, Soziale Angemessenheit, Sozialkompetenz, SvA, Therapy, Wartezeit vor einem Akt körperlicher Aggression 2015
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(2015): Attachment Competences in Children With ADHD During the Social-Skills Training and Attachment (SOSTRA) Randomized Clinical Trial. In: JOURNAL OF ATTENTION DISORDERS 19 (10), S. 865-871
Abstract: Objective: To investigate the effects of social-skills training and a parental training program on children with ADHD as measured by the children's attachment competences. Method: The SOSTRA trial is a randomized, parallel-group, outcome-assessor-blinded, superiority trial evaluating 8 weeks social-skills training and parental training plus standard treatment versus standard treatment alone for 8- to 12-year old children with ADHD. Results: There were no significant differences in attachment competences at 6 months between the experimental (n = 25) and the control (n = 22) groups (odds ratio = 1.06, 95% confidence interval = [0.31, 3.58], p = .91). In total, 17 children (36%) changed their entry status, 1 (2%) from secure to insecure attachment, while 16 (34%) changed from insecure to secure attachment. Conclusion: The experimental treatment does not seem to affect attachment competences compared with standard treatment alone. Children in the SOSTRA trial improved their attachment competences significantly at 6-month follow-up.
2013
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(2013): The effect of social skills training on perceived competence of female adolescents with deafness. In: Iranian Red Crescent medical journal 15 (12). DOI: 10.5812/ircmj.5426
DOI: http://www.ncbi.nlm.nih.gov/pubmed/24693408 Abstract: BACKGROUND Although there are considerable researches on effectiveness of social skills training, little information is available on the effects of such training on perceived competence of adolescents with deafness. OBJECTIVES This study was conducted in special school settings to determine the effects of social skills training on perceived competence of female adolescents with deafness. PATIENTS AND METHODS A prepost quasi-experimental design was used to perform the study. Sixty nine female students with deafness who were enrolled in all of the four different special secondary schools in Tehran, Iran, between 2010 and 2011 participated in this research. Two of four secondary schools were randomly allocated to the intervention group (33 students), and the other two to the control group (36 students). The participants were between 11 and 21 years (Mean = 15.43; SD = 1.89), and more than three fourth of each groups ( i.e. 28 students in each groups) were affected by profound hearing impairment . The intervention group participated in twelve bi-weekly sessions. Pretest and posttest data were collected using the 'Hearing Impaired Children Self-Image Test'. The questionnaire was filled by an interviewer. This questionnaire asks students about their feeling toward their own competence in domains of cognitive, physical, socio-emotional and communication competence and school adjustment. The data was analyzed by using SPSS software, version 16. RESULTS The intervention led to significant improvement in total perceived competence scores of adolescents with deafness (P < 0.001) as well as in three domains of socio-emotional competence (P = 0.003), communication competence (P < 0.001), and school adjustment (P = 0.018). CONCLUSIONS It is likely that learning social skills in adolescents with deafness would improve their sense of competence, and emotional well being.
2011
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(2011): The Effect of a Music Therapy Social Skills Training Program on Improving Social Competence in Children and Adolescents with Social Skills Deficits. In: JOURNAL OF MUSIC THERAPY 48 (4), S. 440-462
Abstract: Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and seff-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during; and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.
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(2011): A pilot study of social competence group training for adolescents with borderline intellectual functioning and emotional and behavioural problems (SCT-ABI). In: Journal of intellectual disability research : JIDR 55 (2), S. 231-241. DOI: 10.1111/j.1365-2788.2010.01369.x
DOI: http://www.ncbi.nlm.nih.gov/pubmed/21199047 Abstract: BACKGROUND Emotional and behavioural problems as well as a lack of social competence are common in adolescents with borderline intellectual functioning and impair their social and vocational integration. Group interventions specifically developed for this target group are scarce and controlled evaluation studies are absent. METHODS A cognitive-behavioural group training (Social Competence Training for Adolescents with Borderline Intelligence) was developed and its effectiveness was examined in students attending special vocational schools. A total of 77 adolescents with borderline intelligence were randomised either to the intervention (n=40) or to the control group (n=37). Outcome measures at post-treatment and at a 6-month follow-up comprised self-reports, caregiver reports and behavioural observations. RESULTS The adolescents in the intervention group showed temporally stable improvement in their social competence, especially in social problem solving (F=17.6, P<0.001) and attainment of individual behavioural goals in everyday life (self-reports: F=15.9, P<0.001; caregiver reports: F=87.9, P<0.001). Effects of the intervention on other outcomes such as problem-solving competence and skills performed in standardised role plays were weak or absent. CONCLUSIONS Social Competence Training for Adolescents with Borderline Intelligence is a promising treatment for adolescents with borderline intellectual functioning and associated emotional/behavioural symptoms. Further studies examining long-term effects on the participants' social and vocational integration are needed.
Keywords: Adolescent, Adolescent Psychiatry/methods, Affective Symptoms/complications/therapy, Behavioral Symptoms/complications/therapy, Cognitive Therapy/methods, Disziplin, Gruppentraining, Humans, Intellectual Disability/complications/psychology/therapy, Interpersonal Relations, Kognitive Skills/Social Cognition, Mensch mit Behinderung, Mentally Disabled Persons/psychology/rehabilitation, Pilot Projects, Postkasten, Psychologie, Psychology, Adolescent, Psychotherapy, Group/methods, Social Adjustment, Social Behavior, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapie, Treatment Outcome, Ziele sozial angemessenen Verhaltens 2009
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(2009): Social competence and social skills training and intervention for children with Autism Spectrum Disorders. In: JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 39 (9), S. 1268-1277. DOI: 10.1007/s10803-009-0741-4
DOI: http://www.ncbi.nlm.nih.gov/pubmed/19365716 Abstract: This study examined the effectiveness of a 30 week social competence and social skills group intervention program with children, ages 7-11, diagnosed with Autism Spectrum Disorders (ASD). Eighteen children with ASD were assessed with pretreatment and posttreatment measures on the Walker-McConnell Scale (WMS) and the MGH YouthCare Social Competence Development Scale. Each received the 30-week intervention program. For comparison, a matched sample of ten non-ASD children was also assessed, but received no treatment. The findings indicated that each ASD intervention group demonstrated significant gains on the WMS and significant improvement in the areas of anxiety management, joint attention, and flexibility/transitions. Results suggest that this approach can be effective in improving core social deficits in individuals with ASD.
Keywords: Anxiety, Attention, Autistic Disorder, Awareness, Behavior Therapy, Character development, Child, Communication, Diagnosis, Disziplin, Erziehung, Erziehungswissenschaften, Female, Follow-Up Studies, (Freiheit von) Ängsten, Group, Group Processes, Humans, Interpersonal Relations, Kinder, Kognitive Skills, Male, Mensch mit Behinderung, Methods, Negotiating, Personal Construct Theory, Personality Assessment, Postkasten, Problem Solving, PSYCHOLOGY, Psychotherapie, Social Adjustment, Social Behavior, Social Cognition, social competence training, social competences, social learning, Soziale Angemessenheit, Sozialkompetenz, SV, Therapy 2008
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(2008): The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism. In: Journal of Positive Behavior Interventions 10 (4), S. 228-242. DOI: 10.1177/1098300708319906
Abstract: The authors investigated the effects of a theory-of-mind (ToM) and social skill training program on the ToM assessments and social interactions of a sixth-grade high-functioning student with autism. A multiple probe design across behaviors and settings was conducted to evaluate the training program on the participant's learning outcomes. The results showed a functional relationship between the intervention and the participant's skill mastery. Specifically, the participant's appropriate social interactions increased substantially across time and settings with similar improvements in the ToM test scores. The participant's teachers, mother, and peers responded positively to the intervention, indicating their acceptance of the training procedures and outcomes.
2000
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(2000): The effects of self-regulation training on the social executive competence for children with learning disabilities. In: JOURNAL OF INTELLECTUAL DISABILITY RESEARCH 44
Abstract: Social competence of children with disabilities plays an important role in making good interactions with other children as well as family members. Major interventions on social involvement activities for children with learning disabilities are mostly about social control and cooperative competence. A self-regulation training on this study was developed to enhance these competence and was applied to children with learning disabilities to determine its effects. This study employed subjects who were lacking in social competence and who were enrolled in special classes in the elementary school. Major findings of this research are that the mean social involvement time on subjects is increased and that their abilities on social control and cooperation is enhanced. The self-regulation training shows its effects on increasing, maintaining and generalizing social control and cooperative competence.The presentation will describe the contents and procedures of the self-regulation training as well as implications of the research results.
1994
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(1994): Social competence and social skills training for persons with mental-retardation – An expansion of a behavioral paradigm. In: EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES 29 (3), S. 194-201
Abstract: The imperative for a reformulation of social skills training theory for adults with mental retardation is discussed. Current practices in social skills training for persons with mental retardation are summarized along with potential reasons for their concomitant lack of maintenance and generalization of treatment gains. In order to better understand the process of social skills acquisition, the concept of social competence must be redefined. A cognitive-behavioral definition and model of social competence and social skills is described which attempts to unify traditional social learning concepts with more recent advances in research and practice with persons with cognitive deficits, along with a focus on its utility in the training of social skills among persons with mental retardation.
1980
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(1980): Assessment and training of social competence in dangerous psychiatric - patients. In: INTERNATIONAL JOURNAL OF LAW AND PSYCHIATRY 3 (4), S. 371-390
Abstract: Traditional approaches to the assessment and treatment of individuals who have demonstrated dangerous behavior have been based upon a trait model of personality. The social competence model differs from the trait model by assuming that much behavior is situationally determined, that new socially competent behavior patterns can be acquired through observation of models and practice, and that the frequency of undesirable behaviors can be reduced by increasing the frequency of incompatible, desirable behaviors. This paper reports the applications of the social competence model to the assessment and treatment of men in a security hospital, including individuals confined because of specific offenses, such as sex crimes, arson, and institutional assault, as well as those with high overcontrolled-hostility scores, low overall social skill ratings, and low popularity ratings from their peers. The social skills training approach that we have employed has been most successful with sex offenders and arsonists. The results suggest that the most withdrawn and shy individuals derive the greatest benefit from our social skills training approach while overassertive individuals benefit least. It is hypothesized that staff may reward unassertive patient behavior and punish assertive behavior and that future research must focus on changing this pattern in order to foster socially competent behavior by institutional residents. While many problems remain to be answered, our preliminary results suggest the usefulness of the social competence approach in the assessment and treatment of dangerous psychiatric patients and offer the possibility that the approach may lead to better control of violent behavior in the future.
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