2 87 REVIEW OF APPLIED & CASUAL GAMES FOR MENTAL HEALTH Paper Country Target group N % male Age, mean (SD) Age range Intervention arms Intervention characteristics Assessments Variables measured Findings relevant for current review Einfeld et al. 2018**** Australia Children diagnosed with ASD and attending autism-specific classes 84 89.3 10.71 (1.48) 8-14 years 1. Secret Agent Society (SAS) program, consisting of the SAS game (applied game), group sessions, between-sessions practice tasks, parent information sessions, and handout for teachers. Participants kept attending the autism-specific classes (i.e., TAU). 2. TAU (active condition). 1. Nine 90minute child sessions, four 2-hour parent sessions, weekly teacher tip sheets, delivered over a 10-13week period. Child booster sessions and parent phone calls 3 and 6 months after the end of the weekly sessions. 2. Participants received the standard curriculum for the autism-specific classes. After the TAU-period, participants were given the SAS program. Pre, post and 20weeks FU. Social competence, emotion regulation and social skills, anxiety and anger management strategies; treatment fidelity. Following participation in the SAS program, participants showed improved parent-rated social competence, parent-rated emotion regulation and social skills, and anxiety and anger management strategies. Gains were maintained at 12-month FU. Improvements in teacher-rated social competence and teacher-rated emotion regulation and social skills became evident at 12-month FU.
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