Show simple item record

dc.contributorUniversitat Ramon Llull. Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna
dc.contributor.authorAlcover, Carlota
dc.contributor.authorMairena, Maria Angeles
dc.contributor.authorRodríguez-Medina, Jairo
dc.contributor.authorMezzatesta, Marcela
dc.contributor.authorBalañá, Gemma
dc.contributor.authorElias, Neus
dc.contributor.authorElias, Maria
dc.contributor.authorArias Pujol, Eulàlia
dc.date.accessioned2022-03-29T10:38:01Z
dc.date.accessioned2023-07-13T08:16:09Z
dc.date.available2022-03-29T10:38:01Z
dc.date.available2023-07-13T08:16:09Z
dc.date.issued2022
dc.identifier.urihttp://hdl.handle.net/20.500.14342/2336
dc.description.abstractThe 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.eng
dc.format.extent15 p.cat
dc.language.isoengcat
dc.publisherSpringercat
dc.relation.ispartofJournal of Autism and Developmental Disorderscat
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights© L'autor/a
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceRECERCAT (Dipòsit de la Recerca de Catalunya)
dc.subject.otherAutismecat
dc.subject.otherHabilitats socialscat
dc.subject.otherPolar coordinate analysiscat
dc.titleMeasuring Changes in Social Skills Throughout an Intervention Program for Children with ASD, Contributions from Polar Coordinate Analysiscat
dc.typeinfo:eu-repo/semantics/articlecat
dc.typeinfo:eu-repo/semantics/publishedVersioncat
dc.rights.accessLevelinfo:eu-repo/semantics/openAccess
dc.embargo.termscapcat
dc.identifier.doihttps://doi.org/10.1007/s10803-022-05496-0cat


Files in this item

 

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/
Share on TwitterShare on LinkedinShare on FacebookShare on TelegramShare on WhatsappPrint