Examining the Effectiveness of an Outpatient Clinic–Based Social Skills Group for High-Functioning Children with Autism

Abstract

Although social skills group interventions for children with autism are common in outpatient clinic settings, little research has been conducted to determine the efficacy of such treatments. This study examined the effectiveness of an outpatient clinic-based social skills group intervention with four high-functioning elementary-aged children with autism. The group was designed to teach specific social skills, including greeting, conversation, and play skills in a brief therapy format (eight sessions total). At the end of each skills-training session, children with autism were observed in play sessions with typical peers. Typical peers received peer education about ways to interact with children with autism. Results indicate that a social skills group implemented in an outpatient clinic setting was effective in improving greeting and play skills, with less clear improvements noted in conversation skills. In addition, children with autism reported increased feelings of social support from classmates at school following participation in the group. However, parent report data of greeting, conversation, and play skills outside of the clinic setting indicated significant improvements in only greeting skills. Thus, although the clinic-based intervention led to improvements in social skills, fewer changes were noted in the generalization to nonclinic settings.

Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy

“…These included a cognitive-behavioral approach, role-play and practice, the use of peer models and structured methods for teaching and reinforcement (Bauminger 2002;Barry et al 2003;Koenig et al in press;Morrison et al 2001;Tse et al 2007;Yang et al 2003;Ozonoff and Miller;.…”

“…A second issue in the evaluation of this body of research is that the targets for intervention ranged from very specific behaviors to global improvement in social functioning. Barry et al (2003) focused specifically on greeting and conversation, while Bauminger (2002) implemented a broader curriculum, emphasizing social cognition, emotional understanding and social interaction skills. Tse et al (2007) focused on improving eye contact and listening skills, and behaving courteously, while Golan and Baron-Cohen (2006) targeted the recognition of emotion in others.…”

Pilot evaluation of the Frankfurt Social Skills Training for children and adolescents with autism spectrum disorder

“…Still, programmes differ considerably in terms of overall duration, frequency and duration of session, group composition, trainer ratio, strategic and operative teaching methods. As to the matters of teaching methods, several principles have been proposed as promising across different studies, such as the conveyance of social engagement as fun, an encouraging and nurturing learning atmosphere, the teaching of social skills and progressive learning in concrete terms, a high degree of training predictability and structure and multiple learning and practice opportunities [2,18,36].…”

“…However, evaluation studies highly differ in terms of sample characterisation, standardization of training procedures and type of outcome measures. Some studies obtained qualitative data from parents and trainers [20,21], whereas others used standardized instruments and pre-post-design [2,23,34,35]. Whereas study results concordantly indicate improvement of communication and interaction skills, only one report [34] found generalisation of acquired skills into settings outside the group context.…”

Shakespeare and Autism: A Pilot Study Examining the Treatment Effects and Predictors of Treatment Response of the Hunter Heartbeat Method

“…First, there is a considerable degree of variability in treatment outcomes in children with ASD even with the most supported evidence based treatments [11]. Second, many children with ASD struggle to generalize the skills learned in treatment to broader contexts such as home and school [12]. Finally, many of the gains made during treatment appear to diminish after treatment has concluded [13].…”