Evaluating the Effects of Social Intervention on Social Cognition in Young Adults with High Functioning Autism Spectrum Disorder

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atmire.migration.oldid5036
dc.contributor.advisorMcCrimmon, Adam
dc.contributor.authorAzarkam, Patricia
dc.contributor.committeememberGabrielle Wilcox, Kelly Dean Schwartz
dc.date.accessioned2016-10-05T18:51:37Z
dc.date.available2016-10-05T18:51:37Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractThe current study examined the social cognition of young adults with “high functioning” autism spectrum disorder (HFASD) following the completion of a manualized social skills intervention. The Program for the Education and Enrichment of Relational Skills for Young Adults (PEERS-YA; Laugeson & Frankel, 2015) is a 16-week parent/caregiver-supported, evidence-based, out-patient clinical group intervention designed to help young adults with HFASD develop and maintain lasting friendships. Young adult participants and their parent/caregiver completed formal psychological measures of social skills and social cognition (emotional intelligence and theory of mind) at four time intervals: 1) baseline (3 months before the intervention), 2) pre-test (immediately before the intervention), 3) post-test (one week after the intervention), and 4) follow-up (3 months post-intervention). The results indicate significant improvements in parent-reported social skills and in emotional intelligence at post-test and at follow up, and in theory of mind at post-test. The implications of these findings will be discussed.en_US
dc.identifier.citationAzarkam, P. (2016). Evaluating the Effects of Social Intervention on Social Cognition in Young Adults with High Functioning Autism Spectrum Disorder (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25973en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/25973
dc.identifier.urihttp://hdl.handle.net/11023/3409
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.classificationAutism Spectrum Disorderen_US
dc.subject.classificationSocial interventionen_US
dc.subject.classificationSocial Skillsen_US
dc.subject.classificationSocial cognitionen_US
dc.subject.classificationEmotional Intelligenceen_US
dc.subject.classificationtheory of minden_US
dc.titleEvaluating the Effects of Social Intervention on Social Cognition in Young Adults with High Functioning 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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