Matson Evaluation Of Social Skills For Individuals With Severe Retardation Research Articles

Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria.

BackgroundStudies have demonstrated that social skill interventions and classroom supports are effective for pupils with intellectual disability. Such interventions have been demonstrated to reduce the risk of developing mental disorders, majority of which have their onset during the period of youth. Most young people with intellectual disability in low-resource settings do not have access to interventions that would enable or enhance their participation in society. The aim of this study was to investigate the effect of a social skills training for pupils with intellectual disability attending a special school in Southwest Nigeria.MethodsThirty pupils with mild to moderate intellectual disability participated in the study. Utilising the Explore social skills curriculum, teachers were trained to give lessons to the participants 3–4 times a week for 8 weeks in their classrooms. Social skills level of participants was assessed with the Matson evaluation of social skills for individuals with severe retardation (MESSIER) at baseline and immediately after the intervention. Paired t tests, Wilcoxon signed-rank test, Mann–Whitney U test and the Kruskal–Wallis Test were used to assess for pre and post intervention changes in social skills scores and analysis of changes in social skills across socio-demographic variables at p < 0.05.ResultsThe mean age of the participants was 15.70 ± 1.89 years. At baseline, 18 of the participants (63.3 %) had moderate social skills impairment, 2 (6.7 %) had none or minimal impairments and 10 (30 %) had severe impairments. At the end of the intervention, there was a 20 % reduction in the number of participants in the severe social skills impairment category and 13.3 % increase in the number of participants in the ‘none or minimal’ social skills category. The mean pre and post- intervention total social skills scores were 126.63 ± 17.91 and 135.97 ± 20.81 respectively with a mean difference of 9.34 (t = 3.71; p = 0.001).ConclusionThe social skills of pupils with intellectual disability who participated in this study improved significantly during the 8 weeks the Explore social skills curriculum was administered. Advocacy should be made for the development and incorporation of social skills curricula into routine teaching of pupils with developmental disabilities.

The Effect of Dolphin-Assisted Therapy on the Cognitive and Social Development of Children with Down Syndrome

ABSTRACTCognitive and speech development are delayed in children with Down syndrome (DS). We investigated the effect of dolphin-assisted therapy (DAT), a form of animal-assisted intervention, on the development of speech/language and social behavior in children with DS. We hypothesized that DAT would improve the social and cognitive functions with respect to verbalization and thereby promote task performance. A semi-crossover design was used to study 45 children with DS: 18 received a weekly one-hour session of DAT for 6 weeks (group A), 12 children (group B) started with swimming pool sessions (control period of 6 weeks) and thereafter received DAT, and 17 children (group C) were put on a waiting list (control period of 6 weeks) before receiving DAT. The parameters “verbalization,” “impulsiveness,” “proper understanding of rules,” “recognition of persons,” and “establishing contacts” were measured using the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER) before and after DAT, as well as before and after each of the control periods. Repeated measures ANOVA revealed no significant changes for any of the variables during the control periods (swimming pool, waiting list). Following the period of DAT there was a significant improvement in “verbalization” and “recognition of persons,” while “impulsiveness” decreased. No significant changes were found for the other parameters. “Verbalization” continued to increase during the follow-up period of 6 months, while “recognition of persons” slightly decreased. The results of this study provide support for our hypothesis. Through improvements in verbalization and the recognition of persons, the execution of tasks among children with DS receiving DAT improved. Additional studies are needed to determine if these positive effects of DAT are long-term.

An Evaluation of Social Skills in Adults with Pica, Autism Spectrum Disorders, and Intellectual Disability

Adults with intellectual disability (ID) and autism spectrum disorders (ASDs) are often at risk for developing additional forms of psychopathology and/or challenging behaviors, including pica. The aim of this study was to examine the relationship of pica and social skills deficits. The Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER), a measure of social skill impairment, was administered to a group of adults with ID alone (n = 22), a group with ID and ASD (n = 22), and a group with ID, ASD, and pica (n = 15). The Pica + ASD + ID group exhibited significantly fewer pro-social behaviors than the ID alone group but had significantly more negative social skills than both other groups. These findings and the implications of these data are discussed.

Topiramate in patients with epilepsy and intellectual disability

This noninterventional single-arm study explored effectiveness and behavioral outcomes in intellectually disabled patients treated with topiramate for epilepsy. Data from 21 patients diagnosed with cerebral palsy were available for evaluation. Behavioral changes were assessed using the validated Aberrant Behavior Checklist and Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER) scales. Some improvement in nearly all behavioral aspects was observed under concomitant topiramate therapy; for example, the Aberrant Behavior Checklist total score changed from 33.7+/-25.8 to 25.3+/-19.1 (P=0.047). In addition, seizure frequency decreased from 16.1+/-22.2/4 weeks to 12.2+/-17.0/4 weeks (N=21, P=0.164). Fifty-two percent of the patients experienced at least 50% seizure reduction during the 24-week treatment period. The safety profile is in accordance with the current Summary of Product Characteristics of Topiramate. Two unexpected deaths were attributed to sudden unexpected death in epilepsy.

The Interrelationships of Psychopathology Symptoms on Social Skills in Adults with Autism or PDD-NOS and Intellectual Disability

Autism Spectrum Disorders (ASD) are debilitating, life long conditions which are known to co-occur with intellectual disability (ID) and comorbid psychopathology. All of these are risk factors, yet little has been done to explore the degree that these variables alone and in combination impact the well being of such persons. Three-hundred and two adults with severe or profound ID were studied. From the total sample, 137 evinced ASD (either autism or PDD-NOS). The Diagnostic Assessment for the Severely Handicapped-II (DASH-II) was used to assess psychopathology symptoms. Social behaviors were assessed using the Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER). For participants with ASD, psychopathology symptoms, particularly impulse and mania, were associated with negative social behaviors (i.e., nonverbal, verbal, and general) as well as positive verbal and nonverbal social skills. For participants with ID only, impulse symptoms, as well as symptoms of mania, PDD/autism, anxiety, organic, and stereotypy were associated with negative social behaviors, but not positive social skills as was found for participants with ASD.

Characteristics of social skills for adults with intellectual disability, autism and PDD-NOS

Social skills deficits and excesses are defining characteristics of intellectual disability (ID). Despite this, there is an unfortunate lack of research on the patterns and profiles of social behavior, particularly with adults who are severely intellectually disabled. This paper provides an analysis of social skill patterns for adults living in residential programs in the southeastern United States using the Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER) as the dependent variable. A diagnosis of an autism spectrum disorder (ASD) was associated with more serious social disability. Items that were most commonly noted as problematic for individuals with ASD included preferring to be alone, avoiding eye contact, and exhibiting peculiar or odd mannerisms. Additionally, the presence of blindness and motoric impairment was associated with a higher degree of social skills impairment. The implications of these data for assessment, treatment, and future research are discussed.

Cutoff Scores for the Matson Evaluation of Social Skills for Individuals With Severe Retardation (MESSIER) for Adults With Intellectual Disability

Social skills are defining aspects of intellectual disability (ID). Additionally, their presence or absence can be a major impediment to independent living, and they correlate with other problems in the ID population, such as comorbid psychopathology. To date, little has been done to develop scales to measure these problems, particularly for adults. One exception has been the Matson Evaluation of Social Skills for the Severely Retarded (MESSIER). The scale has well established reliability, however many of its psychometric properties have yet to be explored. This study was designed to establish cutoff scores for the total score and factors and to explore the relationship of individual items to severity of social deficits. Participants are adults with severe or profound ID, assessed on the MESSIER. Specific psychometrics for the test including cutoff scores are established. The implications of these data for theory, research, and practice are discussed.

The validity of the autism spectrum disorders-diagnosis for intellectually disabled adults (ASD-DA)

Psychologists interviewed direct-care staff using a battery of assessment measures including the autism spectrum disorders-diagnosis for intellectually disabled adults (ASD-DA), the Diagnostic Assessment for the Severely Handicapped-II (DASH-II), the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER), the Socialization domain of the Vineland Adaptive Behavior Scales (VABS), and a checklist containing criteria for autism and PDD-NOS from the DSM-IV-TR and ICD-10. Three hundred and seven intellectually disabled (ID) adolescents and adults ranging in age from 16 to 88 were assessed. Participants were diagnosed with either ID and ASD (autism or PDD-NOS; n = 156) or ID and no Axis I diagnosis ( n = 151). A modification of the multitrait–multimethod approach was used to establish the convergent and discriminant validity of the ASD-DA. The scale proved to have robust convergent validity when correlated with the DSM-IV-TR/ICD-10 checklist, MESSIER, and Socialization domain of the VABS. Additionally, discriminant validity was demonstrated by comparing the ASD-DA to items from the DASH-II (measure of general psychopathology). The implications of these data are discussed.

Depression and Social Skills Among Individuals with Severe and Profound Mental Retardation

The relationship between depression and social skills among the population at large has been well described. However, research on depression and social skills for individuals in the severe to profound range of mental retardation is lacking. To account for the lack of research with this population, we investigated the relationship between social skills and depression among 36 individuals with severe and profound MR. Significant differences between individuals with depression and controls were found across the Matson Evaluation of Social Skills for individuals with Severe Retardation (MESSIER). The implications of these findings are discussed.

An evaluation of social and adaptive skills in adults with bipolar disorder and severe/profound intellectual disability

The purpose of this study was to explore the interrelationship of social and adaptive skills in adults with bipolar disorder and severe or profound intellectual disability. A bipolar group ( N = 14), a severe psychopathology group without bipolar disorder ( N = 14), and a control group with no DSM-IV Axis I diagnosis ( N = 14) were compared on the Vineland Adaptive Behavior Scale (VABS) and the Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER). Bipolar patients had significantly more negative verbal social skills than the other two groups on the MESSIER, but no group differences on the VABS were noted. The implications of these data are discussed for a better understanding of bipolar disorder in persons with intellectual disability.

The effects of antiepileptic medications on the social skills of individuals with mental retardation

Prevalence rates of epilepsy are much higher among persons with developmental disabilities compared to the general population. Anticonvulsant medication is the most common method of treating seizure disorders. Many of these antiepileptic medications (AEDs) are associated with various side effects, which may have detrimental effects on the social skills of those with developmental disabilities. The present study investigated the effects of AEDs on the social skills of individuals with mental retardation (MR) residing in an institutional facility. The social skills of 130 individuals were assessed by the Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER). Sixty-five of these individuals were diagnosed with a seizure disorder and received only one AED at the time of this study. These individuals were taking one of three AEDs (carbamazepine, valproic acid, or phenytoin). Participants belonging to one of these three medication groups were matched with residents for age, gender, level of MR and race, who did not have seizures or receive AEDs. MESSIER scores of each medication group were compared to its respective control group. Those individuals receiving phenytoin presented less positive social skills than their matched counterparts in the phenytoin-control group.

The relationship of social skills as measured by the MESSIER to rumination in persons with profound mental retardation

Fifty-two persons with profound mental retardation; 26 people with rumination and 26 controls were studied. The Matson Evaluation of Social Skills for Individuals with sEvere Retardation (MESSIER) was administered to all subjects. Groups were compared across each of six subcategories; positive verbal, positive nonverbal, general positive, negative verbal, negative nonverbal, and general negative items. Controls scored significantly better on the general positive subscale than persons with rumination, although no differences in negative behaviors was noted across groups. Implications of these data are discussed.

Factor structure of the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER)

A factor analysis of the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER) was conducted to determine if there was an underlying factor structure which supported a distinction between positive and negative social skills. Principal Axis Factoring with oblimin rotation was used to determine if a two-factor solution was valid. This method was selected to account for shared variance between the items and for correlation between the factors. The MESSIER was administered by trained staff to 805 individuals with severe and profound intellectual disability residing in a state residential facility. Results of the factor analysis yielded two categories (positive and negative behaviours) that corresponded to the general division of the clinically derived subscales. The psychometric research on the MESSIER was extended with an examination of the factor structure. The results of the factor analysis, corresponding with the general division of the clinically derived subscales, are promising. Future research should be conducted to determine if factor scores can be used to determine norms.

The convergent validity of the Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER)

The convergent validity of the Matson Evaluation of Social Skills for Persons with Severe Retardation (MESSIER) was examined. We administered the MESSIER and the Vineland Adaptive Behavior Scales (VABS) to 892 individuals with severe and profound mental retardation residing in a residential state facility. The MESSIER subscales were compared to equivalent subdomains from the VABS that have been demonstrated through research to be both reliable and valid. Significant positive correlations were found between corresponding MESSIER subscales and VABS subdomains on social behaviors. The findings also indicated that this pattern of positive correlation remained constant when comparing both verbal and nonverbal social behaviors. The implications and clinical utility of the findings are discussed.