School-based social skills group training (SKOLKONTAKT™): a pilot randomized controlled trial

Abstract

PurposeDifferences in socio-communicative behaviors contribute to social challenges for autistic learners at school and, in turn, are associated with increased risks of educational underachievement, social exclusion, and mental health issues. Given that intervention delivery in natural contexts may enhance skills generalization, build support capacities in society, and have practical advantages for youth and families, SKOLKONTAKT™ has been adapted from the clinically based social skills group training KONTAKT™ for mainstream educational settings to mitigate these risks.MethodsA pilot, randomized controlled trial with active controls was conducted in a mainstream Swedish high school. Autistic learners and students with social skills challenges (N = 33; MAGE = 17.5) were randomized to SKOLKONTAKT™ (n = 17) or active control (n = 16). Efficacy was measured at post and follow-up (3 months) on social skills [Social Skills Group Assessment Questionnaire (SSGQ); primary outcome] by parent-, self-, and (masked) teacher-report as well as self-reported life quality and social goal attainment.ResultsDespite COVID-19 challenges, 70.6% (n = 12) completed SKOLKONTAKT™, and 87.5% (n = 14) completed control groups. SKOLKONTAKT™ improved on a series of items on SSGQ as well as subjective life quality beyond controls. A larger proportion of social goals were attained, and side-effects were of little impact and proportionally fewer in SKOLKONTAKT™.ConclusionSKOLKONTAKT™ is a safe, feasible, and promising intervention option for autistic learners in mainstream educational settings. A larger-scale study is desirable to confirm the effects identified in this pilot study.

An experience sensitive approach to care with and for autistic children and young people in clinical services

“…Cognitive theories propagated further notions of impairments, proposing that autistic children lacked a theory of mind (Baron-Cohen at al., 1985), couldn't "get the gist," (Frith, 2003), and had executive functioning deficits (Ozonoff et al, 1991). None of these theories satisfactorily explained autism but they continue to influence research and practice which focuses on neuronormative skill development, (e.g., Holopainen et al, 2019, Fridell et al, 2023.…”