A feasibility study on social competence intervention for Chinese adolescents and adults with comorbid autism spectrum disorder and intellectual disability.
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| Title: | A feasibility study on social competence intervention for Chinese adolescents and adults with comorbid autism spectrum disorder and intellectual disability. |
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| Authors: | Tsang, Brenda (AUTHOR), Leung, Cecilia Nga Wing (AUTHOR), Chan, Raymond Won Shing (AUTHOR) |
| Source: | Journal of Applied Research in Intellectual Disabilities. Sep2022, Vol. 35 Issue 5, p1131-1139. 9p. |
| Subjects: | Evaluation of medical care, Statistical reliability, T-test (Statistics), Autism, Learning disabilities, Descriptive statistics, Scale analysis (Psychology), Questionnaires, Social skills, People with intellectual disabilities |
| Geographic Terms: | China |
| Abstract: | Background: Social competence training for individuals with comorbid autistic spectrum disorder (ASD) and intellectual disability was scarce and had methodological limitations in sample sizes and outcome measures. Aims: The current study addressed the limitations and reported a social competence intervention for adolescents and adults with ASD and intellectual disability in Hong Kong, the CBT‐CSCA (Mild Intellectual Disability). Materials & Methods: Thirty‐three participants (aged 14–44 years, with an FSIQ 55–70) completed the 15‐session intervention in a community centre. A pre‐post intervention design was employed. Outcome measures included proxy‐ratings on participants' social competence, autistic symptoms and behavioural problem, and participants' weekly self‐evaluation on knowledge acquisition and confidence in applying skills. Results: Significant improvements were shown in proxy‐reported negative social behaviours, autistic symptoms and overall behavioural problems. Participants also reported satisfactory knowledge gain and confidence in applying content learnt after each session. Discussion: The CBT‐CSCA (Mild Intellectual Disability) is based on an established model and validated studies on ASD population. It demonstrated its applicability and emerging effectiveness in individuals with ASD and mild intellectual disability. Conclusion: The study supports that social competence training remains a centrality intervention approach for individuals with ASD and intellectual disability. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Applied Research in Intellectual Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Social competence training for individuals with comorbid autistic spectrum disorder (ASD) and intellectual disability was scarce and had methodological limitations in sample sizes and outcome measures. Aims: The current study addressed the limitations and reported a social competence intervention for adolescents and adults with ASD and intellectual disability in Hong Kong, the CBT‐CSCA (Mild Intellectual Disability). Materials & Methods: Thirty‐three participants (aged 14–44 years, with an FSIQ 55–70) completed the 15‐session intervention in a community centre. A pre‐post intervention design was employed. Outcome measures included proxy‐ratings on participants' social competence, autistic symptoms and behavioural problem, and participants' weekly self‐evaluation on knowledge acquisition and confidence in applying skills. Results: Significant improvements were shown in proxy‐reported negative social behaviours, autistic symptoms and overall behavioural problems. Participants also reported satisfactory knowledge gain and confidence in applying content learnt after each session. Discussion: The CBT‐CSCA (Mild Intellectual Disability) is based on an established model and validated studies on ASD population. It demonstrated its applicability and emerging effectiveness in individuals with ASD and mild intellectual disability. Conclusion: The study supports that social competence training remains a centrality intervention approach for individuals with ASD and intellectual disability. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13602322 |
| DOI: | 10.1111/jar.12998 |
