Access to this article is restricted until 18 months after publication by request of the publisher.. Restriction lift date: 2019-03-15
An evaluation of the "FRIENDS for Life" programme among children presenting with autism spectrum disorder
Loading...
Files
Date
2017-09-15
Authors
Burke, Mary-Kate
Prendeville, Paula
Veale, Angela
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis Group (Routledge)
Published Version
Abstract
“FRIENDS for Life” is a cognitive behavioural therapy (CBT) programme which aims to reduce anxiety and promote resilience among children. This study evaluated the “FRIENDS for Life” (FRIENDS) programme used as an intervention for seven children between the ages of 10 and 11 presenting with high functioning autism spectrum disorder (HFA) who attend mainstream schooling. The study adopts a mixed methodology, explanatory research design, which included pre- and post-quantitative anxiety scales, parental interviews completed post-intervention, narrative observation of FRIENDS sessions and a post-intervention children’s evaluation questionnaire. Quantitative findings from this study suggest that participation in the “FRIENDS” programme does not reduce anxiety levels to promote resilience. Such results are discussed with regard to the utility of using standardised self-report measures among children with HFA. Despite this, qualitative information indicates that “FRIENDS” can be made accessible for children with HFA. Recommendations and implications for future research and FRIENDS implementations are outlined.
Description
Keywords
FRIENDS for Life , CBT , Autism , Intervention , Resilience
Citation
Burke, M.-K., Prendeville, P. and Veale, A. (2017) 'An evaluation of the "FRIENDS for Life" programme among children presenting with autism spectrum disorder', Educational Psychology in Practice, 33(4), pp. 435-449. doi:10.1080/02667363.2017.1367648
Link to publisher’s version
Collections
Copyright
© 2017, Association of Educational Psychologists. This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology in Practice on 15 September, 2017, available online: https://www.tandfonline.com/10.1080/02667363.2017.1367648