Citation: Zheng, S., Kim, H., Salzman, E., Ankenman, K. & Bent, S. (2021). Improving social knowledge and skills among adolescents with autism: Systematic review and meta-analysis of UCLA PEERS for adolescents. Journal of Autism and Developmental Disorders, 51(12), 4488-4503. Link to publisher’s article.
Archives
Behavioral intervention for social challenges in children and adolescents: A systematic review and meta-analysis
Citation: Darling, S., Goods, M., Ryan, N., Chisholm, A., Haebich, K., & Payne, J. (2021). Behavioral intervention for social challenges in children and adolescents: A systematic review and meta-analysis. JAMA Pediatrics, 175(12). Link to publisher’s article.
Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis
Citation: Cordier, R., Speyer, R., Mahoney, N., Arnesen, A., Mjelve, L., & Nyborg, G. (2021). Effects of interventions for social anxiety and shyness in school-aged children: A systematic review and meta-analysis. PLoS One, 16(7), e0254117. Link to publisher’s article.
Music improves social and participation outcomes for individuals with communication disorders: A systematic review
Citation: Boster, J., Spitzley, A., Castle, T., Jewell, A., Corso, C., & McCarthy, J. (2021). Music improves social and participation outcomes for individuals with communication disorders: A systematic review. Journal of Music Therapy, 58(1), 12-42. Link to publisher’s article.
KONTAKT social skills group training for Australian adolescents with autism spectrum disorder: A randomized controlled trial
Citation: Afsharnejad, B., Falkmer, M., Black, M., Alach, T., Lenhard, F., Fridell, A., Coco, C., Milne, K., & Girdler, S. (2021). KONTAKT social skills group training for Australian adolescents with autism spectrum disorder: A randomized controlled trial. European Child & Adolescent Psychiatry, 1-19. Link to publisher’s article.
People with psychosis improve affective social cognition and self-care after a mindfulness-based social cognition training program (SocialMIND)
Citation: Mediavilla, r., Munoz-Sanjose, A., Rodriguez-Vega, B., Lahera, G., Palao, A., Bayon, C., Vidal-Villegas, M., Chadwick, P., & Bravo-Ortiz, M. (2021). People with psychosis improve affective social cognition and self-care after a mindfulness-based social cognition training program (SocialMIND). Psychiatric Rehabilitation Journal. Advanced Online Publication. Link to publisher’s article.
Board games on emotional competences for school-age children
Citation: Dell-Angela, L., Zaharia, A., Lobel, A., Begara, O., Sander, D., & Samson, A. (2020). Board games on emotional competences for school-age children. Games for Health, 9(3), 187-196. Link to publisher’s article.
Stand-alone social skills training for youth with ADHD: A systematic review
Citation: Willis, D., Siceloff, E., Morse, M., Neger, E., & Flory, K. (2019). Stand-alone social skills training for youth with ADHD: A systematic review. Clinical Child and Family Psychology Review, 22(3), 348-366. Link to publisher’s article.
Effectiveness of social skills interventions incorporating peer interactions for children with attention deficit hyperactivity disorder: A systematic review
Citation: Fox, A., Dishman, S., Valicke, M., Ratcliff, K., & Hilton, C. (2020). Effectiveness of social skills interventions incorporating peer interactions for children with attention deficit hyperactivity disorder: A systematic review. The American Journal of Occupational Therapy, 74. Link to publisher’s article.
The role of emotion regulation in socially anxious children and adolescents: A systematic review
Citation: Golombek, K., Lidle, L., Tuschen-Caffier, B., Schmitz, J. & Vierrath, V. (2019). The role of emotion regulation in socially anxious children and adolescents: A systematic review. European Child & Adolescent Psychiatry. Link to publisher’s article.