than the control group t 9 24 p 05 There was also a significant difference

Than the control group t 9 24 p 05 there was also a

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than the control group, t (9) = 2.4, p < .05. There was also a significant difference between groups in ethnicity, with the control group including a higher proportion of non- white participants, X 2 (1, N = 11) = 4.9, p < .05. However, point-biserial correlations
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SCIT-A 7 revealed that neither age nor race was significantly correlated with any of the dependent variables, all p s > .1, and therefore were not included as covariates in analyses. Intervention Procedures SCIT-A was conducted over an 18-week period (1 session/week) with each session lasting approximately 50 minutes. Each 50-minute session included a review of the agenda for the session, check-in, homework review, and activities specific to the session topic. The original SCIT program is comprised of three phases: “emotion training” (defining emotions, emotion mimicry training, understanding paranoia), “figuring out situations” (distinguishing facts from guesses, jumping to conclusions, understanding bad events), and “integration” (checking out guesses in real life). A more detailed description of SCIT is presented elsewhere (Penn, Roberts, Combs, & Sterne, 2007). Each phase lasts approximately 6 sessions. For use with this diagnostic group, we modified the three phases. In phase one, the focus was shifted from the emotion of suspiciousness to interest/disinterest, and participants were taught to be more aware of social cues (i.e., addressing “missing the mark”). In phase two, we shifted the focus from distinguishing facts and guesses to distinguishing socially relevant facts from socially irrelevant facts. In contrast to participants with schizophrenia, we noted that adults with HFA were not “jumping to conclusions.” However, they often were not reaching appropriate conclusions about social situations because they focused more on irrelevant facts (e.g., nonsocial details) than socially relevant facts (e.g., body posture, facial expressions). Finally, we created videotape examples of social situations that were more appropriate for the social challenges of adults with autism. For example, one video presented a man who interrupted a work meeting and did not notice the social cues indicating that his interruption was disruptive. Participants were to identify the social
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SCIT-A 8 cues that signaled that such behavior was disruptive. For a summary of the modifications we applied for SCIT-A, see Table 2. [place Table 2 about here] Measures Stakeholder feedback . At post-test, we administered a short questionnaire that consisted of five statements about SCIT-A (e.g., “I found SCIT-A helpful”) that the respondent rated on three-point scales (i.e., “disagree,” “agree,” and “strongly agree”), as well as three open-ended questions (e.g. “what suggestions would you make to improve SCIT-A?”). Social cognition. Emotion perception was assessed with the Face Emotion Identification Test (FEIT; Kerr & Neale, 1993), a 19-item test comprised of photographs of faces expressing six basic emotions (i.e., happy, sad, angry, afraid, surprised, and ashamed). The FEIT has been widely used in emotion perception studies (Mueser et al., 1996; Penn et al., 2000; Salem, Kring, & Kerr, 1996).
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  • Spring '14
  • HFA, David L. Penn

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