| Title |
The Efficacy of a Social Skills Group Intervention for Improving Social Behaviors in Children with High Functioning Autism Spectrum Disorders
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, November 2010
|
| DOI | 10.1007/s10803-010-1128-2 |
| Pubmed ID | |
| Authors |
Melissa E. DeRosier, Danielle C. Swick, Naomi Ornstein Davis, Janey Sturtz McMillen, Rebecca Matthews |
| Abstract |
This study tested the efficacy of a new social skills intervention, S ocial S kills GR oup IN tervention-High Functioning Autism (S.S.GRIN-HFA), designed to improve social behaviors in children with high functioning autism spectrum disorders. Fifty-five children were randomly assigned to S.S.GRIN-HFA treatment (n = 27) or control (i.e., traditional S.S.GRIN intervention; n = 28). Examination of the direction and magnitude of change in functioning revealed that children who participated in S.S.GRIN-HFA exhibited significantly greater mastery of social skill concepts compared to children in the control group. Parents of S.S.GRIN-HFA group participants reported an improved sense of social self-efficacy, whereas parents of control participants reported a decline. The advantages of a specialized intervention such as S.S.GRIN-HFA, designed specifically for children with high functioning autism spectrum disorders, are discussed. |
Mendeley readers
The data shown below were compiled from readership statistics for 305 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 3 | <1% |
| Canada | 2 | <1% |
| United Kingdom | 1 | <1% |
| Portugal | 1 | <1% |
| Spain | 1 | <1% |
| South Africa | 1 | <1% |
| Unknown | 296 | 97% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 67 | 22% |
| Student > Ph. D. Student | 47 | 15% |
| Student > Bachelor | 34 | 11% |
| Researcher | 30 | 10% |
| Student > Doctoral Student | 26 | 9% |
| Other | 46 | 15% |
| Unknown | 55 | 18% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 108 | 35% |
| Social Sciences | 57 | 19% |
| Medicine and Dentistry | 19 | 6% |
| Nursing and Health Professions | 17 | 6% |
| Neuroscience | 9 | 3% |
| Other | 35 | 11% |
| Unknown | 60 | 20% |
Attention Score in Context
This research output has an Altmetric Attention Score of 10. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 02 May 2014.
All research outputs
#3,333,205
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#1,448
of 5,240 outputs
Outputs of similar age
#13,837
of 103,049 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#12
of 34 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. Compared to these this one has done well and is in the 86th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has gotten more attention than average, scoring higher than 72% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 103,049 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 86% of its contemporaries.
We're also able to compare this research output to 34 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 64% of its contemporaries.