An Exploration of the Performance and Generalization Outcomes of a Social Skills Intervention for Adults with Autism and Intellectual Disabilities

Walsh, Edith; Holloway, Jennifer; Lydon, Helena; McGrath, Aoife; Cunningham, Tracey

doi:10.1007/s41252-019-00125-x

Cited by 9 publications

(7 citation statements)

References 40 publications

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“…The strategy highlights that professionals must safeguard people's privacy, assist persons who face challenges with sexuality and sexual health, as well as prevent sexual harassment, assault and the risk of violence which is in line with research in this field (Åker & Johnson, 2020; Blasingame, 2018; Bowen & Swift, 2019; Byrne, 2018; Grove et al, 2018; Starrs et al, 2018). In this work it is essential that social educators use recognised and well‐established methods (National Institute for Health and Care Excellence (https://www.nice.org.uk/), 2015); when mapping challenging sexual behaviours (Bowen & Swift, 2019; Chrastina & Večeřová, 2020; Frawley & O'Shea, 2020; Walsh et al, 2019). The mapping should lead to presenting possible reasons for the behaviours, to ensure high quality and well‐planned interventions (Chrastina & Večeřová, 2020; Frawley & O'Shea, 2020; Gil‐Llario et al, 2018; Walsh et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Social educator students' readiness to address sexual health in their future profession

Lunde

Blaalid

Josefsson

et al. 2021

Research Intellect Disabil

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Background: Norwegian social educator students' attitudes towards addressing sexual health are unknown, even if their future clients often have needs related to sexual issues. Purpose: To investigate social educator students' readiness to address sexual health in their future profession. Methods: In 2019, 213 social educator students (response rate 34%) responded to the Students' Attitudes towards addressing Sexual Health Extended online questionnaire. Results: Most of the social educator students felt comfortable and ready to address sexual health in their future profession, but thought they had insufficient competence and education concerning sexual health. There were gender and age differences when discussing sexual health among persons with intellectual disabilities. Conclusion: Despite most Norwegian social educator students feeling ready to address sexual health, they needed additional competences and education. Further research is needed concerning the effectiveness of educational interventions targeting competence in sexual health, to ensure sufficient support for clients in this field.

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Section: Discussionmentioning

confidence: 99%

Social educator students' readiness to address sexual health in their future profession

Lunde

Blaalid

Josefsson

et al. 2021

Research Intellect Disabil

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“…Alpha for parents was 0.916 pre-intervention and 0.932 post-intervention. Although the SSIS has not been previously used with individuals with WS, it has been successfully used to assess social skills of children and adults with other neurodevelopmental disabilities (Cheung et al, 2017 ; Walsh et al, 2019 ).…”

Section: Methodsmentioning

confidence: 99%

A Distance-Delivered Social Skills Program for Young Adults with Williams Syndrome: Evaluating Feasibility and Preliminary Efficacy

Fisher

Kammes

Black

et al. 2022

J Autism Dev Disord

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Adults with Williams syndrome (WS) display hypersocial behaviors and experience social skills deficits. To improve social outcomes, we evaluated the feasibility, acceptability, and preliminary efficacy of an 8-week distance-delivered social skills program for adults with WS. Sessions were offered twice a week for 90 min. Twenty-four adults with WS were assigned to an intervention or waitlist control group. Outcomes were assessed through interviews and surveys with adults with WS, parents, and facilitators. The intervention was rated as acceptable and feasible by all. Parents rated adults with WS as displaying significant improvements in social skills; yet ratings by adults with WS did not change. Adults also displayed increased social skills knowledge following participation. Implications for practice and future research are discussed.

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“…Past research supports the positive benefits of a hands-on, experiential learning (a "learn by doing" approach) to promote social communication gains for autistic adults with co-occurring ID (Carminati et al 2007;Ryan et al 2019;Walsh et al 2018Walsh et al , 2019. In an experiential learning context, competencies are acquired through immersion in a natural or quasi-natural social learning context (e.g., engagement with peers) and subsequent feedback on one's performance.…”

Section: Experiential Learningmentioning

confidence: 97%

“…This lack of programming that provides engaging social interactions, goal-setting, and opportunities for social-emotional growth may be associated with emotional and behavioral challenges over time (Duncan et al 1999;Matson and Shoemaker, 2009;Taylor et al 2015) and poorer life outcomes (Howlin et al 2004;Shattuck et al 2012). Social skill interventions for this population should address the unique learning considerations of individuals severely affected in both cognitive and language domains (Stedman et al 2019), while including effective components to foster measurable skill acquisition, increased quality of life, and meaningful relationships in supported living or employment contexts (Walsh et al 2019).…”

mentioning

confidence: 99%

Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program

Ferguson

Drapalik

Liang

et al. 2020

J Autism Dev Disord

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There is a dearth of research that focuses on social intervention efforts for adults on the autism spectrum with intellectual disability and limited conversational language. Using a multiple baseline experimental design, this pilot investigation of the Socialization Knowledge for Individuals with Limited Language (SKILL) program evaluated a novel peer-facilitated group program specifically designed to target social interaction skills for this population. Findings from five pilot participants yielded evidence of social improvements across specific verbal skills (on-topic conversational contributions and responses) and nonverbal behaviors (eye-contact, active listening), as evidenced by coded social conversation probes and parent-report measures. These findings demonstrate the promise of a socialization intervention for a population that has historically been neglected in the social intervention research literature.

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An Exploration of the Performance and Generalization Outcomes of a Social Skills Intervention for Adults with Autism and Intellectual Disabilities

Cited by 9 publications

References 40 publications

Social educator students' readiness to address sexual health in their future profession

Social educator students' readiness to address sexual health in their future profession

A Distance-Delivered Social Skills Program for Young Adults with Williams Syndrome: Evaluating Feasibility and Preliminary Efficacy

Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program

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