Secret Agent Society: A Randomized Controlled Trial of a Transdiagnostic Youth Social Skills Group Treatment

Temkin, Andrea B.; Beaumont, Renae; Wkya, Katarzyna; Hariton, Jo; Flye, Barabra L; Sheridan, Elisabeth; Miranda, Amy; Vela, Jamie; Zendegui, Elaina A.; Schild, Jennifer; Gasparro, Shannon; Loubriel, Daphne; Damiandies, Andreas; Weisman, Julia; Silvestre, Alexandra; Yadegar, Mina; Catarozoli, Corinne; Bennett, Shannon M.

doi:10.1007/s10802-022-00919-z

Cited by 6 publications

(3 citation statements)

References 49 publications

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“…The current study evaluated the effectiveness of SAS in improving the emotion-regulation and social skills of eight- to twelve-year-old children with a diagnosis of ADHD, an anxiety disorder, and/or ASD. The results are published elsewhere [ 17 ] and suggested that children’s emotion regulation and social skills improved from pre- to post-program relative to treatment as usual, with improvements maintained at a six-month follow-up. The program also appeared to be equally effective for children with ADHD, an Anxiety Disorder, ASD, or any combination of these conditions [ 17 ].…”

Section: Introductionmentioning

confidence: 83%

“…The results are published elsewhere [ 17 ] and suggested that children’s emotion regulation and social skills improved from pre- to post-program relative to treatment as usual, with improvements maintained at a six-month follow-up. The program also appeared to be equally effective for children with ADHD, an Anxiety Disorder, ASD, or any combination of these conditions [ 17 ].…”

Section: Introductionmentioning

confidence: 83%

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

Gasparro

Bennett

Wyka

et al. 2023

Behavioral Sciences

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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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Section: Introductionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 83%

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

Gasparro

Bennett

Wyka

et al. 2023

Behavioral Sciences

Self Cite

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“…From the assessment perspective, SchoolMAX could be considered a helpful tool for assessing cognitive and behavioral interventions for promoting ASD students' emotional domains. Recently, considering the social skills of ASD students, Temkin et al (2022) evaluated the effectiveness of the Secret Agent Society (SAS) in improving social-emotional functioning for youth with ASD, ADHD, and/or Anxiety and found SAS to be effective in improving social skills and emotion regulation [30]. In search of predictors of school success for ASD students, researchers also used qualitative and quasi-experimental studies to explore the perspectives of educational professionals.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms

Yang,

Pang,

Sin

2023

Sustainability

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Globally prevalent, Autism Spectrum Disorders (ASDs) have negative consequences on students’ social, intellectual, emotional, and post-school transition results. While assessment tools exist, the majority of them were developed from the perspective of clinical psychology and/or healthcare. Some are lengthy and commercialized, and some have weak factorial validity. A feasible and practical assessment method, from the perspective of educational psychology and assessment, is required to better accurately and effectively assess the social and academic performance of ASD students in inclusive settings. With an emphasis on teachers’ practice and output in helping students with ASD in inclusive education, this study evaluated the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA) psychometric qualities. PPI-SSA was designed to be practical, concise, and especially suited for quantitative research on ASD. The inventory was administered to 411 teachers in Hong Kong, and exploratory and confirmatory factor analyses confirmed the PPI-SSA’s reliability and validity. A follow-up path analysis examined the concurrent validity of the PPI-SSA, revealing significant pathways between teachers’ intentions to implement inclusive education and each of the respective dimensions within the PPI-SSA. Measurement invariance results showed that the PPI-SSA demonstrated configural, metric, scalar, and residual invariance across primary and secondary teachers. The PPI-SSA, as a non-commercial instrument, has meaningful implications. It can facilitate the efficient collection of more empirical data on the social and academic achievements of students with ASD, informing evidence-based improvement of inclusive practices. It can assist in teachers’ practice to identify the diverse social and academic needs of students with ASD to align with their corresponding adjustments of teaching strategies.

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Celebrating the Most Valuable Publications from 2022: The 6th Annual Psyche Awards for Excellence in Scholarship

Overholser

2023

J Contemp Psychother

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Secret Agent Society: A Randomized Controlled Trial of a Transdiagnostic Youth Social Skills Group Treatment

Cited by 6 publications

References 49 publications

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

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

Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms

Celebrating the Most Valuable Publications from 2022: The 6th Annual Psyche Awards for Excellence in Scholarship

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