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The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning

Differences in social-emotional processing and functioning characterize children with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Anxiety Disorders. These can contribute to difficulties forming friendships and secondary challenges such as academic underachiev...

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Autores principales: Gasparro, Shannon, Bennett, Shannon, Wyka, Katarzyna, Temkin-Yu, Andrea, Damianides, Andreas, Beaumont, Renae
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10136208/
https://www.ncbi.nlm.nih.gov/pubmed/37102836
http://dx.doi.org/10.3390/bs13040322
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author Gasparro, Shannon
Bennett, Shannon
Wyka, Katarzyna
Temkin-Yu, Andrea
Damianides, Andreas
Beaumont, Renae
author_facet Gasparro, Shannon
Bennett, Shannon
Wyka, Katarzyna
Temkin-Yu, Andrea
Damianides, Andreas
Beaumont, Renae
author_sort Gasparro, Shannon
collection PubMed
description Differences in social-emotional processing and functioning characterize children with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Anxiety Disorders. These can contribute to difficulties forming friendships and secondary challenges such as academic underachievement, depression, and substance use in adolescence. To be optimally successful, interventions typically require parents and teachers to have a shared understanding of a child’s social-emotional needs and use consistent support strategies across home and school environments. However, research is yet to examine the effect that clinic-based programs have on parent-teacher agreement regarding children’s social-emotional functioning. To the authors’ knowledge, this is the first published study to explore this. A sample of eighty-nine youth (aged 8 to 12 years) with ASD, ADHD, and/or an Anxiety Disorder participated in the Secret Agent Society Program. The Social Skills Questionnaire and Emotion Regulation and Social Skills Questionnaire were administered to parents and teachers at pre-program, post-program, and six-month follow-up. Parent-teacher agreement was assessed at each time point. Pearson Product Moment correlations and intraclass correlations indicated that parent-teacher agreement on the measures of children’s social-emotional functioning improved over time. These findings suggest that clinic-based programs can contribute to key stakeholders developing a shared understanding of children’s social-emotional needs. The implications of these findings and directions for future research are discussed.
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spelling pubmed-101362082023-04-28 The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning Gasparro, Shannon Bennett, Shannon Wyka, Katarzyna Temkin-Yu, Andrea Damianides, Andreas Beaumont, Renae Behav Sci (Basel) Article Differences in social-emotional processing and functioning characterize children with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Anxiety Disorders. These can contribute to difficulties forming friendships and secondary challenges such as academic underachievement, depression, and substance use in adolescence. To be optimally successful, interventions typically require parents and teachers to have a shared understanding of a child’s social-emotional needs and use consistent support strategies across home and school environments. However, research is yet to examine the effect that clinic-based programs have on parent-teacher agreement regarding children’s social-emotional functioning. To the authors’ knowledge, this is the first published study to explore this. A sample of eighty-nine youth (aged 8 to 12 years) with ASD, ADHD, and/or an Anxiety Disorder participated in the Secret Agent Society Program. The Social Skills Questionnaire and Emotion Regulation and Social Skills Questionnaire were administered to parents and teachers at pre-program, post-program, and six-month follow-up. Parent-teacher agreement was assessed at each time point. Pearson Product Moment correlations and intraclass correlations indicated that parent-teacher agreement on the measures of children’s social-emotional functioning improved over time. These findings suggest that clinic-based programs can contribute to key stakeholders developing a shared understanding of children’s social-emotional needs. The implications of these findings and directions for future research are discussed. MDPI 2023-04-10 /pmc/articles/PMC10136208/ /pubmed/37102836 http://dx.doi.org/10.3390/bs13040322 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Gasparro, Shannon
Bennett, Shannon
Wyka, Katarzyna
Temkin-Yu, Andrea
Damianides, Andreas
Beaumont, Renae
The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning
title The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning
title_full The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning
title_fullStr The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning
title_full_unstemmed The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning
title_short The Effect of the Secret Agent Society Group Program on Parent-Teacher Agreement Regarding Children’s Social Emotional Functioning
title_sort effect of the secret agent society group program on parent-teacher agreement regarding children’s social emotional functioning
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10136208/
https://www.ncbi.nlm.nih.gov/pubmed/37102836
http://dx.doi.org/10.3390/bs13040322
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