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Self-Perception of Friendship Style in Adults with and without Autism Spectrum Disorder (2 CE)

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Description:
 
Credits: 2 Credit Hours
 
Those with autism have difficulty making and maintaining friendships. Both boys and girls with autism have reported having friends of varying levels of intensity and being interested in socializing with their peers. The current study aimed to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism. Researchers found differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people begin a potential friendship.
In stock
SKU
1267CE

Number of Credits: 2

This course is for: Clinical Psychologists, School Psychologists, Social Workers, LMFTs, and Counselors

Course By: Tamara Avery, PsyD

Content By: Finke, E. H., McCarthy, J. H., & Sarver, N. A. (2019). Self-perception of friendship style: Young adults with and without autism spectrum disorder. Autism & Developmental Language Impairments, 4, 1-16. https://doi.org/10.1177/2396941519855390

Course Description: Those with autism have difficulty making and maintaining friendships. Both boys and girls with autism have reported having friends of varying levels of intensity and being interested in socializing with their peers. The current study aimed to identify the similarities and differences in the broad perspectives and friendship practices of young adults with and without autism. Researchers found differences in the broad perspectives and friendship practices of young adults with and without autism spectrum disorder, which may provide a context for understanding the values and priorities that need to be considered as two people begin a potential friendship.

Learning Objectives:

  1. Identify the 2 aims of the study and the methods related to friendship practices of young adults with and without autism as examined in the article.
  2. Analyze the data by exploring the 1 online survey completed in conjunction with the discussed findings.
  3. Integrate the 4 study limitations with the 3 identified areas of future research.
  4. Generalize the possibility and/or plausibility of applying the findings to the 1 online survey used to determine friendship preferences in young adults with autism.

Course Outline:

  • Read and understand Self-perception of friendship style: Young adults with and without autism spectrum disorder.
  • Review the Course Description and Learning Objectives.
  • Consider the factors related to friendship styles coupled with the statistical findings from the accompanying article.
  • Work through the post-test questions; keep in mind that answer selections should be derived from the respective article.
  • Return to the article for clarification regarding friendship preferences of young adults with and without autism, or for any missed questions.

Approvals:

Association for Advanced Training in the Behavioral Sciences is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Association for Advanced Training in the Behavioral Sciences maintains responsibility for this program and its contents.

Association for Advanced Training in the Behavioral Sciences has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5750. Programs that do not qualify for NBCC credit are clearly identified. Association for Advanced Training in the Behavioral Sciences is solely responsible for all aspects of the programs.

Association for Advanced Training in the Behavioral Sciences provider #1085, is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) www.aswb.org, through the Approved Continuing Education (ACE) program. Association for Advanced Training in the Behavioral Sciences maintains responsibility for the program. ASWB Approval Period: 06/19/2021 – 06/19/2024. Social workers should contact their regulatory board to determine course approval for continuing education credits.

Florida Board of Clinical Social Work, Marriage & Family Therapy and Mental Health Counseling - #50-11015

Florida Board of Psychology #50-5452

NYSED:

Social Workers: Association for the Advanced Training in the Behavioral Sciences is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0112.

Counselors: Association for the Advanced Training in the Behavioral Sciences is recognized by the New York State Education Department's State Board for Mental Health Counselors as an approved provider of continuing education for licensed counselors #MHC-0165.

Marriage Family Therapists: Association for the Advanced Training in the Behavioral Sciences is recognized by the New York State Education Department's State Board for Marriage Family Therapists as an approved provider of continuing education for licensed Marriage Family Therapists #MFT-0077.

Psychologists: The Association for the Advanced Training in the Behavioral Science is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0164.

Continuing Education licensing requirements vary by jurisdiction, are not always well defined and may even supersede the rules of a national accreditation organization. We recommend you contact the applicable state licensing board or accrediting organization for the latest regulations and specific requirements of your state when considering our programs for Continuing Education credit.

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More Information
Board ApprovalsAmerican Psychological Association (APA), Association of Social Work Boards (ASWB), NBCC, Florida Board - Social Work, MFT, Counseling, and Psychology, NYSED - Social Work, MFT and Counseling Only, American Academy of Health Care Providers in the Addictive Disorders
CE FormatOnline, Text-Based