| Title |
Social Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, February 2016
|
| DOI | 10.1007/s10803-016-2715-7 |
| Pubmed ID | |
| Authors |
Ty W. Vernon, Amber R. Miller, Jordan A. Ko, Victoria L. Wu |
| Abstract |
Experiential learning is an essential process in the development of core social competencies. Unfortunately, adolescents with autism spectrum disorders often do not possess the prerequisite skillset and motivation to sustain the level of social immersion needed to benefit from this learning process. These persisting social vulnerabilities can limit their long-term relational success and associated quality of life, creating a need for comprehensive social programming. This paper describes a multi-component socialization intervention that simultaneously targets motivational, conceptual, and skill deficits using a hybrid experiential/didactic treatment approach. Evidence of social competence improvements was noted in survey and live conversational measures, indicating that the START program may hold promise as a method for improving the social success of participating adolescents with ASD. |
X Demographics
The data shown below were collected from the profiles of 4 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 50% |
| United Kingdom | 1 | 25% |
| Unknown | 1 | 25% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 3 | 75% |
| Practitioners (doctors, other healthcare professionals) | 1 | 25% |
Mendeley readers
The data shown below were compiled from readership statistics for 141 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 1 | <1% |
| Unknown | 140 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 32 | 23% |
| Student > Bachelor | 18 | 13% |
| Student > Ph. D. Student | 15 | 11% |
| Student > Doctoral Student | 12 | 9% |
| Researcher | 9 | 6% |
| Other | 25 | 18% |
| Unknown | 30 | 21% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 48 | 34% |
| Social Sciences | 21 | 15% |
| Nursing and Health Professions | 14 | 10% |
| Medicine and Dentistry | 4 | 3% |
| Engineering | 3 | 2% |
| Other | 18 | 13% |
| Unknown | 33 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 4. 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 24 February 2016.
All research outputs
#7,368,602
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#2,687
of 5,240 outputs
Outputs of similar age
#118,869
of 406,755 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#48
of 81 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one has received more attention than most of these and is in the 69th percentile.
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 is in the 48th percentile – i.e., 48% of its peers scored the same or lower than it.
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We're also able to compare this research output to 81 others from the same source and published within six weeks on either side of this one. This one is in the 40th percentile – i.e., 40% of its contemporaries scored the same or lower than it.