References
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
- Barnhill, G. P., Tapscott Cook, K., Tebbenkamp, K., & Smith Myles, B. (2002). The effectiveness of social skills intervention targeting nonverbal communication for adolescents with Asperger syndrome and related pervasive developmental delays. Focus on Autism and Other Developmental Disabilities, 17(2), 112–118. https://doi.org/https://doi.org/10.1177/10883576020170020601
- Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28(3), 153–162. https://doi.org/https://doi.org/10.1177/07419325070280030401
- Burrell, T. L., & Borrego, J. (2012). Parents’ involvement in ASD treatment: what is their role? Cognitive and Behavioral Practice, 19(3), 423–432. https://doi.org/https://doi.org/10.1016/j.cbpra.2011.04.003
- Case-Smith, J., & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62(4), 416–429. https://doi.org/https://doi.org/10.5014/ajot.62.4.416
- Case-Smith, J., & O’Brien, J. C. (2019). Occupational therapy for children and adolescent (8th ed.). Mosby.
- Chamberlain, B. O. (2001). Isolation or involvement? The social networks of children with autism included in regular classes [PhD thesis, University of California] https://elibrary.ru/item.asp?id=5234124
- Chan, R. W. S., Leung, C. N. W., Ng, D. C. Y., & Yau, S. S. W. (2018). Validating a culturally-sensitive social competence training programme for adolescents with ASD in a Chinese context: An initial investigation. Journal of Autism and Developmental Disorders, 48(2), 450–460. https://doi.org/https://doi.org/10.1007/s10803-017-3335-6
- Cheung, P. P., Brown, T., Yu, M. L., & Siu, M. H. (2021). The effectiveness of a school-based social cognitive intervention on the social participation of Chinese children with autism. Journal of Autism and Developmental Disorders, 51, 1894–1908. https://doi.org/https://doi.org/10.1007/s10803-020-04683-1
- Cheung, P. P., Siu, M. H., & Brown, T. (2017). Measuring social skills of children and adolescents in a Chinese population: Preliminary reliability and validity of the translated Chinese version of the social skills improvement system-rating scales (SSIS-RS-C). Research in Developmental Disabilities, 60, 187–197. https://doi.org/https://doi.org/10.1016/j.ridd.2016.11.019
- Cheung, P. P., Siu, M. H., Brown, T., & Yu, M. L. (2018). A social cognitive intervention program for adolescents with autism: A pilot study. Journal of Occupational Therapy, Schools, & Early Intervention, 11(1), 37–48. https://doi.org/https://doi.org/10.1080/19411243.2017.1408442
- Dekker, V., Nauta, M. H., Mulder, E. J., Timmerman, M. E., & de Bildt, A. (2014). A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?BMC Psychiatry, 14(1), 189. https://doi.org/https://doi.org/10.1186/1471-244X-14-189
- Finke, E. H. (2016). Friendship: Operationalizing the intangible to improve friendship-based outcomes for individuals with autism spectrum disorder. American Journal of Speech-Language Pathology, 25(4), 654–663. https://doi.org/https://doi.org/10.1044/2016_AJSLP-15-0042
- Foster, L., & Cox, J. (2013). Best practices in supporting students with autism. In G.F. Clark & B.E. Chandler. Best practices for occupational therapy in schools (pp. 273–284). American Occupational Therapy Association Press.
- Gevers, C., Clifford, P., Mager, M., & Boer, F. (2006). Brief report: A theory-of-mind-based social-cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness. Journal of Autism and Developmental Disorders, 36(4), 567–571. https://doi.org/https://doi.org/10.1007/s10803-006-0095-0
- Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: interviews and focus groups. British Dental Journal, 204(6), 291–295. https://doi.org/https://doi.org/10.1038/bdj.2008.192
- Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331–344. https://doi.org/https://doi.org/10.1177/001440290106700303
- Hassenfeldt, T. A., Lorenzi, J., & Scarpa, A. (2015). A review of parent training in child interventions: Applications to cognitive–behavioral therapy for children with high-functioning autism. Review Journal of Autism and Developmental Disorders, 2(1), 79–90. https://doi.org/https://doi.org/10.1007/s40489-014-0038-1
- Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26(3), 347–359. https://doi.org/https://doi.org/10.1007/BF02172479
- Lambert, S. D., & Loiselle, C. G. (2008). Combining individual interviews and focus groups to enhance data richness. Journal of Advanced Nursing, 62(2), 228–237. https://doi.org/https://doi.org/10.1111/j.1365-2648.2007.04559.x
- Lau, W. Y. P., Gau, S. S. F., Chiu, Y. N., Wu, Y. Y., Chou, W. J., Liu, S. K., & Chou, M. C. (2013). Psychometric properties of the Chinese version of the Autism Spectrum Quotient (AQ). Research in Developmental Disabilities, 34(1), 294–305. https://doi.org/https://doi.org/10.1016/j.ridd.2012.08.005
- Lee, K. Y., Crooke, P. J., Lui, A. L., Kan, P. P., Mark, Y. M., van Hasselt, C. A., & Tong, M. C. (2016). The outcome of a social cognitive training for mainstream adolescents with social communication deficits in a Chinese community. International Journal of Disability, Development and Education, 63(2), 201–223. https://doi.org/https://doi.org/10.1080/1034912X.2015.1065960
- Lee, K. Y., Lui, A. L., Kan, P., Luke, K. L., Mak, Y. M., Cheung, P. M., Cheng, L., & Wong, I. (2009). A case series on the social thinking training of mainstreamed secondary school students with high-functioning autism. Hong Kong Journal of Mental Health, 35, 10–17. http://59.149.239.70/wordpress/wp-content/uploads/2018/04/2009-351-10-17.pdf
- Leung, F. H., & Savithiri, R. (2009). Spotlight on focus groups. Canadian Family Physician, 55(2), 218–219. https://www.cfp.ca/content/cfp/55/2/218.full.pdf
- Maenner, M. J., Shaw, K. A., & Baio, J. (2020). Prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2016. MMWR Surveillance Summaries, 69(4), 1. https://doi.org/https://doi.org/10.15585/mmwr.ss6904a1
- Moen, T. (2006). Reflections on the narrative research approach. International Journal of Qualitative Methods, 5(4), 56–69. https://doi.org/https://doi.org/10.1177/160940690600500405
- Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research, 25(9), 1212–1222. https://doi.org/https://doi.org/10.1177/1049732315588501
- Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 13–22. https://doi.org/https://doi.org/10.1177/160940690200100202
- Nyumba, T. O., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/https://doi.org/10.1111/2041-210X.12860
- Rickards, A. L., Walstab, J. E., Wright-Rossi, R. A., Simpson, J., & Reddihough, D. S. (2007). A randomized, controlled trial of a home-based intervention program for children with autism and developmental delay. Journal of Developmental & Behavioral Pediatrics, 28(4), 308–316. https://doi.org/https://doi.org/10.1097/DBP.0b013e318032792e
- Rogers, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30(5), 399–409. https://doi.org/https://doi.org/10.1023/A:1005543321840
- Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
- Schwandt, T. A. (2001). Dictionary of qualitative inquiry. Sage Publications.
- Sofronoff, K., & Farbotko, M. (2002). The effectiveness of parent management training to increase self-efficacy in parents of children with Asperger syndrome. Autism, 6(3), 271–286. https://doi.org/https://doi.org/10.1177/1362361302006003005
- Sun, X., Allison, C., Auyeung, B., Matthews, F. E., Baron-Cohen, S., & Brayne, C. (2013). Service provision for autism in mainland China: preliminary mapping of service pathways. Social Science & Medicine, 98, 87–94. https://doi.org/https://doi.org/10.1016/j.socscimed.2013.08.016
- Tanner, K., Hand, B. N., O’Toole, G., & Lane, A. E. (2015). Effectiveness of interventions to improve social participation, play, leisure, and restricted and repetitive behaviors in people with autism spectrum disorder: A systematic review. American Journal of Occupational Therapy, 69(5), 6905180010p1–690518001012. https://doi.org/https://doi.org/10.5014/ajot.2015.017806
- Then, K. L., Rankin, J. A., & Ali, E. (2014). Focus group research: what is it and how can it be used?Canadian Journal of Cardiovascular Nursing, 24(1), 16–22. https://www.ncbi.nlm.nih.gov/pubmed/24660275
- Tobin, G. A., & Begley, C. M. (2004). Methodological rigour within a qualitative framework. Journal of Advanced Nursing, 48(4), 388–396. https://doi.org/https://doi.org/10.1111/j.1365-2648.2004.03207.x
- Tonge, B., Brereton, A., Kiomall, M., Mackinnon, A., King, N., & Rinehart, N. (2006). Effects on parental mental health of an education and skills training program for parents of young children with autism: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 45(5), 561–569. doi: 10.1097/01.chi.0000205701. 48324.26
- Varanda, C. D. A., & Fernandes, F. D. M. (2017). Cognitive flexibility training intervention among children with autism: a longitudinal study. Psicologia: Reflexão e Crítica, 30(1), 1–8. https://doi.org/https://doi.org/10.1186/s41155-017-0069-5
- Waugh, C., & Peskin, J. (2015). Improving the social skills of children with HFASD: An intervention study. Journal of Autism and Developmental Disorders, 45(9), 2961–2980. https://doi.org/https://doi.org/10.1007/s10803-015-2459-9
- Weiss, J. A., Viecili, M. A., Sloman, L., & Lunsky, Y. (2013). Direct and indirect psychosocial outcomes for children with autism spectrum disorder and their parents following a parent-involved social skills group intervention. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 22(4), 303. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3825471/pdf/ccap_22_p303.pdf