Browsing by Subject "social skills"

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    Evidence for the Effectiveness of Occupation-Based Interventions to Improve Social Participation for School-Aged Autistic Children: A Rapid Systematic Review
    (2021-05-05) Hernandez, Jocelyne; Belkiewitz, Johnna; Feldman, Anna; Payne, Chafin; Smith, Cassie; Taylor, Abigail; Chase, Anthony; Department of Occupational Therapy, School of Health and Human Sciences
    A rapid systematic review of the literature was conducted to review effective occupational therapy interventions for promoting social participation in children with autism spectrum disorder (ASD) was conducted as part of the Evidence-Based Literature Review Project of the American Occupational Therapy Association. This review provides a comprehensive overview and analysis of 30 studies that addressed many of the occupation-based interventions commonly used for children with ASD. Findings reveal that the use of occupation-based activities has reasonable, yet limited evidence to support its effectiveness in increasing social participation within this population. This review supports the premise that many client factors can be positively affected through the use of several commonly used occupational therapy–related modalities and methods. Further research should be conducted assessing the implementation of these interventions by occupational therapy practitioners to ensure generalizability. The implications for occupational therapy practice, research, and education and limitations of reviewed articles are presented within this systematic review.
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    Social Competence Treatment after Traumatic Brain Injury: A Multicenter, Randomized, Controlled Trial of Interactive Group Treatment versus Non-Interactive Treatment
    (Elsevier, 2018) Harrison-Felix, Cynthia; Newman, Jody K.; Hawley, Lenore; Morey, Clare; Ketchum, Jessica M.; Walker, William C.; Bell, Kathleen R.; Millis, Scott R.; Braden, Cynthia; Malec, James; Hammond, Flora M.; Eagye, C. B.; Howe, Laura; Physical Medicine and Rehabilitation, School of Medicine
    Objective To evaluate the effectiveness of a replicable group treatment program for improving social competence after traumatic brain injury (TBI). Design Multicenter randomized controlled trial comparing two methods of conducting a social competency skills program, an interactive group format versus a classroom lecture. Setting Community and Veteran rehabilitation centers. Participants 179 civilian, military, and veteran adults with TBI and social competence difficulties, at least 6 months post-injury. Experimental Intervention Thirteen weekly group interactive sessions (1.5 hours) with structured and facilitated group interactions to improve social competence. Alternative (Control) Intervention Thirteen traditional classroom sessions using the same curriculum with brief supplemental individual sessions but without structured group interaction. Primary Outcome Measure Profile of Pragmatic Impairment in Communication (PPIC), an objective behavioral rating of social communication impairments following TBI. Secondary Outcomes LaTrobe Communication Questionnaire (LCQ), Goal Attainment Scale (GAS), Satisfaction with Life Scale (SWLS), Post-Traumatic Stress Disorder Checklist – (PCL-C), Brief Symptom Inventory 18 (BSI-18), Scale of Perceived Social Self Efficacy (PSSE). Results Social competence goals (GAS) were achieved and maintained for most participants regardless of treatment method. Significant improvements in the primary outcome (PPIC) and two of the secondary outcomes (LCQ and BSI) were seen immediately post-treatment and at 3 months post-treatment in the AT arm only, however these improvements were not significantly different between the GIST and AT arms. Similar trends were observed for PSSE and PCL-C. Conclusions Social competence skills improved for persons with TBI in both treatment conditions. The group interactive format was not found to be a superior method of treatment delivery in this study.