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Predicting Change in Life Satisfaction During a Summer Treatment Program for Children with ADHD and ASD- [electronic resource]
Predicting Change in Life Satisfaction During a Summer Treatment Program for Children with ADHD and ASD- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101651
- ISBN
- 9798380328005
- DDC
- 370
- 서명/저자
- Predicting Change in Life Satisfaction During a Summer Treatment Program for Children with ADHD and ASD - [electronic resource]
- 발행사항
- [S.l.]: : University of Washington., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(116 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
- 주기사항
- Advisor: Missall, Kristen.
- 학위논문주기
- Thesis (Ph.D.)--University of Washington, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Life satisfaction in children is associated with psychological well-being as well as quality social relationships, physical health, and positive schooling experiences. Children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) tend to experience lower life satisfaction compared to their typically developing peers. One intervention that is well-evidenced in promoting a range of positive outcomes for children with ADHD and ASD, including increasing prosocial behaviors and decreasing challenging behaviors, is the Summer Treatment Program (STP). While the majority of research on the STP has focused on behavior change, skill acquisition, and social relationships, the current study investigated changes in life satisfaction across the STP intervention for children ages 8 to 12 (Mage = 10 years, 1 month) with diagnosed ADHD, ASD, and co-morbid ADHD and ASD. Linear multilevel modeling was used to evaluate whether children participating in the STP self-reported changes in life satisfaction across the STP, examine the differences in life satisfaction trajectories of children based on their peer relationships developed by the end of the STP, and explore differences in life satisfaction trajectories of children based on their diagnoses. Results indicated children participating in the STP, regardless of bunk membership, diagnostic status, or peer relationships formed, self-reported statistically significant increases in life satisfaction each week of the five-week intervention. There were no statistically significant trajectories in life satisfaction based on diagnosis or peer relationships. Interestingly, children who reported more social relationships by the end of the STP were predicted to report greater life satisfaction at the beginning of the STP. Implications for clinical and school-based practice as well as future research are discussed.
- 일반주제명
- Educational psychology.
- 일반주제명
- Clinical psychology.
- 일반주제명
- Mental health.
- 기타저자
- University of Washington Education
- 기본자료저록
- Dissertations Abstracts International. 85-03B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101651
■006m o d
■007cr#unu||||||||
■020 ▼a9798380328005
■035 ▼a(MiAaPQ)AAI30634221
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aCourshon, Caitlin.
■24510▼aPredicting Change in Life Satisfaction During a Summer Treatment Program for Children with ADHD and ASD▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Washington. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(116 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: B.
■500 ▼aAdvisor: Missall, Kristen.
■5021 ▼aThesis (Ph.D.)--University of Washington, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aLife satisfaction in children is associated with psychological well-being as well as quality social relationships, physical health, and positive schooling experiences. Children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) tend to experience lower life satisfaction compared to their typically developing peers. One intervention that is well-evidenced in promoting a range of positive outcomes for children with ADHD and ASD, including increasing prosocial behaviors and decreasing challenging behaviors, is the Summer Treatment Program (STP). While the majority of research on the STP has focused on behavior change, skill acquisition, and social relationships, the current study investigated changes in life satisfaction across the STP intervention for children ages 8 to 12 (Mage = 10 years, 1 month) with diagnosed ADHD, ASD, and co-morbid ADHD and ASD. Linear multilevel modeling was used to evaluate whether children participating in the STP self-reported changes in life satisfaction across the STP, examine the differences in life satisfaction trajectories of children based on their peer relationships developed by the end of the STP, and explore differences in life satisfaction trajectories of children based on their diagnoses. Results indicated children participating in the STP, regardless of bunk membership, diagnostic status, or peer relationships formed, self-reported statistically significant increases in life satisfaction each week of the five-week intervention. There were no statistically significant trajectories in life satisfaction based on diagnosis or peer relationships. Interestingly, children who reported more social relationships by the end of the STP were predicted to report greater life satisfaction at the beginning of the STP. Implications for clinical and school-based practice as well as future research are discussed.
■590 ▼aSchool code: 0250.
■650 4▼aEducational psychology.
■650 4▼aClinical psychology.
■650 4▼aMental health.
■653 ▼aAutism spectrum disorder
■653 ▼aLife satisfaction
■653 ▼aPositive psychology
■653 ▼aSubjective well-being
■653 ▼aSummer Treatment Program
■690 ▼a0525
■690 ▼a0622
■690 ▼a0347
■71020▼aUniversity of Washington▼bEducation.
■7730 ▼tDissertations Abstracts International▼g85-03B.
■773 ▼tDissertation Abstract International
■790 ▼a0250
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934760▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
