The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
A multi-component social skills intervention for children with Asperger syndrome: the Junior Detective Training Program
Abstract
BACKGROUND: The study aimed to investigate the effectiveness of a new multi-component social skills intervention for children with Asperger syndrome (AS): The Junior Detective Training Program. This 7-week program included a computer game, small group sessions, parent training sessions and teacher handouts. METHOD: Forty-nine children with AS were recruited to participate and randomly assigned to intervention (n = 26) or wait-list control (n = 23) conditions. RESULTS: Relative to children in the wait-list group, program participants showed greater improvements in social skills over the course of the intervention, as indicated by parent-report measures. Teacher-report data also confirmed that children receiving the intervention made significant improvements in social functioning from pre- to post-treatment. Treatment group participants were better able to suggest appropriate emotion-management strategies for story characters at post-intervention than at pre-intervention, whereas control participants were not. However, there was no difference in the improvements made by children in the intervention and control conditions on facial expression and body-posture recognition measures. Follow-up data suggested that treatment gains were maintained by children at 5-months post-intervention. CONCLUSIONS: The Junior Detective Training Program appeared to be effective in enhancing the social skills and emotional understanding of children with AS. Limitations and suggestions for future research are discussed.
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“Results of these randomized controlled trials (RCTs) show that serious games have the potential to be used as a whole or part of treatment for mental health disorders (34, 35).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“Beaumont and Sofronoff (35) and Tanaka et al. (63) had facial expression as common primary outcome measure.”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“Two studies used serious games to address symptoms of ASD (35, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“Three studies used serious games that can be categorized in two genres, namely, goal-oriented and problem-solving (34, 35, 60).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“Three of these 10 studies also had psychoeducation as a purpose (34, 35, 60).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“The games are based on the theory of enhancement of emotional understanding and social skills (35) through training.”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“The goal-oriented and problem-solving game Junior Detective Training Program (JDTP) was used in order to reduce social skills impairment (35).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“Eight studies used serious games that were designed as such (34, 35, 58–63). Two studies used an existing entertainment game for a serious purpose (purpose-shifted) (48, 64).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“As primary outcome measures, one study used emotion recognition (facial expression and body posture) and emotion management (Dylan is being teased, a coping with bullying test and James and the Maths Test, a coping with anxiety test) (35).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“ASD was the focus of two studies (35, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“Three studies reported that research assistants were blinded for the outcome assessment (35, 59, 60).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“The group that aimed at ASD-related symptoms such as lowered ability of recognition skills (35, 63) was shown to have a moderate non-significant (P > 0.05) effect size [g = 0.46 (95% CI 0.10–0.81, NNT = 3.91)].”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“Four studies had a high likelihood of incomplete outcome data (35, 58, 60, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“The group targeting clinical participants (with diagnosed mental disorder) (35, 59, 61, 63) showed a moderate effect size of [g = 0.59 (95% CI 0.18–0.99, NNT = 3.09)]”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“The group targeting youth (≤18) (34, 35, 59–61, 63) was shown to have a moderate effect size [g = 0.70 (95% CI 0.32–1.07, NNT = 2.63)]”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
In the citing paper
“The majority of studies focused on youth and young adults especially for ASD, ADHD, and depression (34, 35, 59–61, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
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Metadata
- Authors
- Beaumont, R., & Sofronoff, K.
- Affiliations
- The University of Queensland (AU)
- Corresponding author
- Sofronoff, Kate
- ORCID
- Beaumont, Renae
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2008-06-28
- Volume
- 49
- Issue
- 7
- Pages
- 743-753
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- OpenAlex
- W2109060706
- Cited by
- 384
- References
- 23
- Citations by year
- 2026: 18 · 2025: 23 · 2024: 26 · 2023: 20 · 2022: 19 · 2021: 27 · 2020: 24 · 2019: 19 · 2018: 26 · 2017: 29 · 2016: 20 · 2015: 28 · 2014: 25 · 2013: 24 · 2012: 21
- FWCI
- 6.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Griffith University
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Social Skills and Education
- Keywords
- Asperger syndrome, social skills intervention, video games, emotion recognition, emotional management, parent training, small group sessions, social functioning, facial expression recognition, posture recognition, maintenance therapy
- MeSH terms
- Behavior Therapy, Child, Combined Modality Therapy, Education, Emotions, Facial Expression, Female, Follow-Up Studies, Generalization, Psychological, Humans, Male, Nonverbal Communication, Personality Assessment, Play and Playthings, Psychotherapy, Group, Social Behavior, Therapy, Computer-Assisted, Token Economy, Personal Construct Theory, Asperger Syndrome
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