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      A Systematic Review of Group Social Skills Interventions, and Meta-analysis of Outcomes, for Children with High Functioning ASD

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          Abstract

          Group social skills interventions (GSSIs) are a commonly offered treatment for children with high functioning ASD. We critically evaluated GSSI randomised controlled trials for those aged 6–25 years. Our meta-analysis of outcomes emphasised internal validity, thus was restricted to trials that used the parent-report social responsiveness scale (SRS) or the social skills rating system (SSRS). Large positive effect sizes were found for the SRS total score, plus the social communication and restricted interests and repetitive behaviours subscales. The SSRS social skills subscale improved with moderate effect size. Moderator analysis of the SRS showed that GSSIs that include parent-groups, and are of greater duration or intensity, obtained larger effect sizes. We recommend future trials distinguish gains in children’s social knowledge from social performance.

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          Social skills development in children with autism spectrum disorders: a review of the intervention research.

          Susan Williams, Lawrence Scahill, Kathleen Keonig (2007)
          Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD). This review summarizes the state of research in group-based social skills training programs for school-age children and adolescents with ASD. All published studies of group social skills interventions between 1985 and 2006 were reviewed, as well as dissertations examining group-based social skills intervention programs. To assess the state of the science, a template developed by an NIMH work group was applied to 14 identified studies. Based on this review, the empirical support for this approach is incomplete, but promising intervention strategies were identified. Recommendations for the design of future treatment trials to guide clinical practice are offered.
          Article 0 comments Cited 145 times – based on 0 reviews     Review now
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            Social skills interventions for children with Asperger's syndrome or high-functioning autism: a review and recommendations.

            Deborah C. Beidel, Nigel Murray, Prashant A. Rao (2008)
            This paper reviews the literature examining social skills training (SST) programs for youth with AS/HFA, with an emphasis on critically evaluating efficacy and highlighting areas of future research. The review highlights the disparity between SST programs described in the extant literature, including lack of a universal definition of social skills, various levels of intensity and duration of treatment, divergent theoretical backgrounds, and variety in services provided in clinic or classroom settings. Overall, it is clear that, despite their widespread clinical use, empirical support for SST programs for children with AS/HFA is minimal at this time. Based on this critical review, a "roadmap" for future research, consistent with recommendations put forth by a leading group of autism researchers, is presented.
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              Social skills interventions for individuals with autism: evaluation for evidence-based practices within a best evidence synthesis framework.

              Brian Reichow, Fred Volkmar (2010)
              This paper presents a best evidence synthesis of interventions to increase social behavior for individuals with autism. Sixty-six studies published in peer-reviewed journals between 2001 and July 2008 with 513 participants were included. The results are presented by the age of the individual receiving intervention and by delivery agent of intervention. The findings suggest there is much empirical evidence supporting many different treatments for the social deficits of individuals with autism. Using the criteria of evidence-based practice proposed by Reichow et al. (Journal of Autism and Developmental Disorders, 38:1311-1318, 2008), social skills groups and video modeling have accumulated the evidence necessary for the classifications of established EBP and promising EBP, respectively. Recommendations for practice and areas of future research are provided.
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                Author and article information

                Contributors
                J. Wolstencroft:
                ORCID: http://orcid.org/0000-0001-6160-9731
                0207 905 2168 , j.wolstencroft@ucl.ac.uk
                L. Robinson: lauren.robinson@kcl.ac.uk
                R. Srinivasan: ramya.srinivasan.12@ucl.ac.uk
                E. Kerry: ellie.kerry@ucl.ac.uk
                W. Mandy: w.mandy@ucl.ac.uk
                D. Skuse: d.skuse@ucl.ac.uk
                Journal
                Journal ID (nlm-ta): J Autism Dev Disord
                Journal ID (iso-abbrev): J Autism Dev Disord
                Title: Journal of Autism and Developmental Disorders
                Publisher: Springer US (New York )
                ISSN (Print): 0162-3257
                ISSN (Electronic): 1573-3432
                Publication date (Electronic): 8 February 2018
                Publication date PMC-release: 8 February 2018
                Publication date (Print): 2018
                Volume: 48
                Issue: 7
                Pages: 2293-2307
                Affiliations
                [1 ]ISNI 0000000121901201, GRID grid.83440.3b, The Great Ormond Street Institute of Child Health, , University College London, ; 30 Guilford Street, London, WC1N 1EH UK
                [2 ]ISNI 0000 0001 2322 6764, GRID grid.13097.3c, Institute of Psychiatry, , King’s College London, ; 103 Denmark Hill, London, SE5 8AF UK
                [3 ]ISNI 0000000121901201, GRID grid.83440.3b, Division of Psychology and Language Sciences, Faculty of Brain Sciences, , University College London, ; 1-19 Torrington Place, London, WC1E 6BT UK
                Author information
                http://orcid.org/0000-0001-6160-9731
                Article
                Publisher ID: 3485
                DOI: 10.1007/s10803-018-3485-1
                PMC ID: 5996019
                PubMed ID: 29423608
                SO-VID: 397d75b7-5a71-4604-92d8-00319ee6d3ab
                Copyright © © The Author(s) 2018
                License:

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

                History
                Funding
                Funded by: Child Health Charitable Incorporated Organisation
                Categories
                Subject: Original Paper
                Custom metadata
                issue-copyright-statement © Springer Science+Business Media, LLC, part of Springer Nature 2018

                ScienceOpen disciplines: Neurology
                Keywords: social skills,social competence,social responsiveness scale
                Data availability:
                ScienceOpen disciplines: Neurology
                Keywords: social skills, social competence, social responsiveness scale

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