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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In the citing paper
“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]
Citations
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A randomised controlled trial of a CBT intervention for anxiety in children with Asperger syndrome
Sofronoff, K., Attwood, T., & Hinton, S. (2005) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2005.00411.x · Cited by 476
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Cited by
Sorted by citations
Karst, J. S., & Van Hecke, A. V. (2012) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-012-0119-6 · Cited by 977
Virtual Reality Social Cognition Training for children with high functioning autism
Didehbani, N., Allen, T. T., Kandalaft, M. R., Krawczyk, D. C., & Chapman, S. B. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.04.033 · Cited by 538
A meta-analysis of serious digital games for healthy lifestyle promotion
DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., Poels, K., Van Lippevelde, W., Bastiaensens, S., Van Cleemput, K., et al. (2014) · Preventive Medicine · doi:10.1016/j.ypmed.2014.08.026 · Cited by 414
Lau, H. M., Smit, J. H., Fleming, T. M., & Riper, H. (2017) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2016.00209 · Cited by 328
ECHOES: An intelligent serious game for fostering social communication in children with autism
Bernardini, S., Porayska‐Pomsta, K., & Smith, T. J. (2013) · Information Sciences · doi:10.1016/j.ins.2013.10.027 · Cited by 350
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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