An Evaluation of the Efficacy of a Social Intervention in Relation to Social Skills, Cognition, Motivation, and Awareness in Teens with Autism Spectrum Disorder

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atmire.migration.oldid6088
dc.contributor.advisorMcCrimmon, Adam
dc.contributor.authorMcCarthy, Laura
dc.contributor.committeememberWilcox, Gabrielle
dc.contributor.committeememberMcLuckie, Alan
dc.date.accessioned2017-10-02T16:28:40Z
dc.date.available2017-10-02T16:28:40Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThe present study examined social skills, social cognition (SC), social motivation (SM), and social awareness (SA) in teens with Autism Spectrum Disorder (ASD) following the completion of the Program for the Education and Enrichment of Relational Skills (PEERS; Laugeson & Frankel, 2010). PEERS is a caregiver-assisted, evidence-based social skills program that teaches adolescents with ASD foundational skills to make and keep friends effectively. Measures of social skills, SC, SM, and SA were examined one week prior to participation in PEERS (i.e., pre- intervention), one week after PEERS (i.e., post-intervention), and 14 weeks after PEERS (i.e., follow-up). Results revealed no significant changes in social skills after PEERS; however, results indicated significant improvements in SC and SA from pre- to post-intervention, as well as significant improvements in SM from pre-intervention to follow-up. Due to the lack of significant findings in social skill change following PEERS, the study could not investigate predictors of change. Implications of these findings are discussed.en_US
dc.identifier.citationMcCarthy, L. (2017). An Evaluation of the Efficacy of a Social Intervention in Relation to Social Skills, Cognition, Motivation, and Awareness in Teens with Autism Spectrum Disorder (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24860en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/24860
dc.identifier.urihttp://hdl.handle.net/11023/4186
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducational Psychology
dc.subject.otherASD
dc.subject.othersocial cognition
dc.subject.othersocial awareness
dc.subject.othersocial motivation
dc.subject.othersocial skills
dc.titleAn Evaluation of the Efficacy of a Social Intervention in Relation to Social Skills, Cognition, Motivation, and Awareness in Teens with Autism Spectrum Disorder
dc.typemaster thesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
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