SCIT A 21 Table 2 SCIT Phases Roberts et al 2004 Sessions Phase Goals Content

Scit a 21 table 2 scit phases roberts et al 2004

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SCIT-A 21 Table 2 SCIT Phases (Roberts et al., 2004) Sessions Phase Goals Content Autism Modifications 1 to 6 I - Introduction & Emotions 1. Begin building group alliance. 2. Introduce SCIT and the concept of social cognition. 3. Share personal experiences of emotion and link them to social contexts. 4. Define seven basic emotions. 5. Link facial expressions to these emotions. Introduce SCIT and social cognition, establish group alliance, review the role of emotions in social situations, and conduct emotion training. Focus on emotions of boredom and interest Reduce focus on emotion of paranoia Link additional nonverbal behaviors to emotions 7 to 13 II – Understandi ng Situations 1. Be able to recognize “jumping to conclusions.” 2. Be able to brainstorm multiple possible explanations for negative events. 3. Appreciate the difficulty of interpreting ambiguous situations. 4. Recognize difference between social facts and guesses. 5. Practice gathering evidence instead of jumping to conclusions. 6. Be able to judge the likelihood that a conclusion is right. Address jumping to conclusions, attributional biases, tolerating ambiguity, distinguishing facts from guesses, and gathering data to make better guesses. Focus on distinguishing relevant social facts from irrelevant social facts Recognize “missing the mark,” or missing the important general picture of a social situation 14 to 18 III - Integration: “Checking It Out” 1) Collaboratively assess facts surrounding social events in members’ lives that cause distress. 2) Recognize it is not always possible to understand a situation without gathering more information. 3) Appreciate that “checking out” guesses with another person can prevent jumping to conclusions. 4) Identify appropriate questions to check out guesses in specific social situations. 5) Role-play “checking it out.” Consolidate skills and generalize to everyday problems. Practice catching relevant social cues in live interactions Focus on individuals’ social insight to assist with generalization
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SCIT-A 22 Table 3 Individual data on clinical and outcome measures FEIT Hint SSCQ SSPA ADOS Comm WASI 2- scale IQ Pre Post Pre Post Pre Post Pre Post TAU Participants # 1 5 8 110 10 14 18 19 63 68 58.5 49.5 # 2 4 10 118 11 11 16 16 77 77 49.5 56 # 3 4 11 114 12 11 15 15 67 62 58 57 # 4 5 6 124 14 10 17 15 69 57 47.5 48.5 # 5 6 10 87 10 10 13 14 55 48 52.5 51.5 SCITA Participants # 1 3 6 116 13 14 16 19 55 57 57.5 62 # 2 2 5 144 13 17 16 20 32 46 60 63 # 3 7 13 84 15 15 10 12 31 22 32 26 # 4* 5 8 101 . 12 15 16 72 73 51.5 49.5 # 5 6 6 117 11 14 17 18 63 73 62.5 63 # 6 3 5 118 14 13 13 16 80 89 72 66 *FEIT data are missing for one SCIT-A participant.
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SCIT-A 23 Table 4 Measure of social cognition and social functioning ________________________________________________________________ Treatment (n = 6*) TAU Control (n = 5) Mean (s.d.) Mean (s.d.) ________________________________________________________________ Emotion perception (FEIT) Baseline 13.2 (1.5) 11.4 (1.7) Post-test 14.2 (1.7) 11.2 (1.6) Theory of Mind (Hinting Task) Baseline 14.5 (2.6) 15.8 (1.9) Follow-up 16.8 (2.8) 15.8 (1.9) Social Communication Skills Questionnaire (SCSQ) Baseline 55.5 (20.4) 66.2 (8.1) Post-test 60.0 (23.8) 62.4 (11.0) Social Skill Performance Assessment (SSPA) Baseline 55.9 (13.5) 53.2 (4.9) Post-test 54.9 (15.3) 52.5 (3.8) ________________________________________________________________ Note. For all measures, higher scores indicate better performance or stronger skills. * FEIT data are missing for one SCIT-A participant.
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  • Spring '14
  • HFA, David L. Penn

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