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dc.contributor.authorKoenig, Kathleen
dc.contributor.authorDe Los Reyes, Andres
dc.contributor.authorCicchetti, Domenic
dc.contributor.authorScahill, Lawrence
dc.contributor.authorKlin, Ami
dc.date.accessioned2009-03-30T15:18:28Z
dc.date.available2009-03-30T15:18:28Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/1903/9019
dc.description.abstractA consistent result in the evaluation of group-delivered intervention to promote social reciprocity in children with PDDs is that outcome data are inconclusive. Lack of robust evidence of efficacy confounds understanding of these interventions and their value to the field. It is conceivable that the construct of impaired social reciprocity in PDD presents unique circumstances that require special consideration when evaluating the evidence base. Social reciprocity and impairment in social functioning are complex constructs, which require a multi-dimensional, multi-method approach to intervention and measurement of gains. The existing paradigm for evaluating the evidence base of intervention may need modification to permit a more intricate analysis of the extant research, and increase the sophistication of future research.en
dc.format.extent293498 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.relation.ispartofseriesJournal of Autism and Developmental Disordersen
dc.subjectAutismen
dc.subjectPervasive developmental disordersen
dc.subjectSocial skills trainingen
dc.subjectEvidence-based treatmenten
dc.subjectRange of changesen
dc.subjectGroup therapyen
dc.titleGroup Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacyen
dc.typeArticleen
dc.relation.isAvailableAtCollege of Behavioral & Social Sciencesen_us
dc.relation.isAvailableAtPsychologyen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us


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