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Gur, R.E., Yi, J.J., McDonald-McGinn, D.M., Tang, S.X., Calkins, M.E., Whinna, D., Souders, M.C., Savitt, A., Zackai, E.H., Moberg, P.J., Emanuel, B.S. and Gur, R.C. (2014) Neurocognitive Development in 22q11.2 Deletion Syndrome: Comparison with Youth Having Developmental Delay and Medical Comorbidities. Molecular Psychiatry, 19, 1205-1211.
https://doi.org/10.1038/mp.2013.189

has been cited by the following article:

• TITLE: Online Social Skills Group Training for Adolescents and Young Adults with 22q11.2 Deletion Syndrome (22q11.2DS)

  AUTHORS: Bronwyn Glaser, Stephan Eliez, Hannah Cholemkery, Christine M. Freitag, Maude Schneider

  KEYWORDS: Group, Social, 22q11.2 Deletion Syndrome, VCFS

  JOURNAL NAME: Journal of Behavioral and Brain Science, Vol.8 No.3, March 28, 2018

  ABSTRACT: Somatic, cognitive and psychiatric obstacles contribute to social impairment in 22q11.2DS and prevent adequate responses during interactions. We adapted the autism-specific SOSTA-FRA program for use during online group sessions with geographically-isolated 22q11DS adolescents or adults. The 12 weekly sessions targeted communication, emotional awareness, and reciprocity. Twenty-two participants were evaluated on behaviour, social responsiveness, and cognition pre- and post-intervention. Parents completed a questionnaire to ascertain whether the intervention met their needs. Parents were satisfied with the format and curriculum contents and reported improved emotional awareness, well-being, and reciprocity post-intervention. Pre-post results suggest large effects on social awareness and small to medium effects on social motivation. Results indicate that online social skills training is feasible and effective for individuals with 22q11.2DS.