Social performance–based interventions promote gains in social knowledge in the absence of explicit training for youth with autism spectrum disorder

Marro, Bianca; Kang, Erin; Hauschild, Kathryn M.; Normansell, Karys; Abu-Ramadan, Tamara M.; Lerner, Matthew D.

doi:10.1521/bumc.2019.83.3.301

Cited by 13 publications

(29 citation statements)

References 56 publications

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“…Conversely, implicit techniques, in which rules are inferred from examples that are presented first, rather than being explicitly provided, theoretically sustain learning in children and adolescents with ASD—at least those who are high-functioning. Strategies that rely on implicit procedures are available, such as implicit social skills groups [ 103 , 104 ] and peer-mediated interventions [ 105 , 106 ]. Another approach could support EM in ASD by using specific, tailored strategies.…”

Section: Discussionmentioning

confidence: 99%

Implicit and Explicit Memory in Youths with High-Functioning Autism Spectrum Disorder: A Case-Control Study

Fucà

Lazzaro

Costanzo

et al. 2021

JCM

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Individuals with autism spectrum disorder (ASD) usually manifest heterogeneous impairments in their higher cognitive functions, including their implicit memory (IM) and explicit memory (EM). However, the findings on IM and EM in youths with ASD remain debated. The aim of this study was to clarify such conflicting results by examining IM and EM using two comparable versions of the Serial Reaction Time Task (SRTT) in the same group of children and adolescents with ASD. Twenty-five youths with high-functioning ASD and 29 age-matched and IQ-matched typically developing youths undertook both tasks. The ability to implicitly learn the temporal sequence of events across the blocks in the SRTT was intact in the youths with ASD. When they were tested for EM, the participants with ASD did not experience a significant reduction in their reaction times during the blocks with the previously learned sequence, suggesting an impairment in EM. Moreover, the participants with ASD were less accurate and made more omissions than the controls in the EM task. The implications of these findings for the establishment of tailored educational programs for children with high-functioning ASD are discussed.

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Section: Discussionmentioning

confidence: 99%

Implicit and Explicit Memory in Youths with High-Functioning Autism Spectrum Disorder: A Case-Control Study

Fucà

Lazzaro

Costanzo

et al. 2021

JCM

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“…Fifty-five youth (Table 1) with ASD were drawn from the first session of an intervention study (Marro et al, 2019). It was unlikely that participants knew each other previously, as the distance participants traveled from home ranged widely (from one to ~100 miles).…”

Section: Methodsmentioning

confidence: 99%

Atypical social communication is associated with positive initial impressions among peers with autism spectrum disorder

Granieri

McNair

Gerber

et al. 2020

Autism

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Atypical social communication is a key indicator of autism spectrum disorder and has long been presumed to interfere with friendship formation and first impressions among typically developing youth. However, emerging literature suggests that such atypicalities may function differently among groups of peers with autism spectrum disorder. The current study aimed to investigate the relationship between atypical social communication patterns and first impression sociometric ratings by peers in groups of youth with autism spectrum disorder. Findings suggest that, contrary to typically developing individuals, several forms of atypical communication among youth with autism spectrum disorder are associated with more positive first impressions by others with autism spectrum disorder. This suggests that interventions designed to increase friendships among youth with autism spectrum disorder may benefit from reframing their approach to addressing atypical social communication.

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“…SDARI can be delivered in both laboratorybased, controlled environments and communitybased settings, and has been flexibly implemented with high fidelity (i.e., while maintaining adherence to the manualized approach and conceptual principles of the intervention) across a wide range of formats, from 4 sessions (90 minutes) 7 to 10 sessions (also 90 minutes each),as wellas a 6-week summer camp (e.g., 5-hour, daily sessions). 26,37 Current empirical evidence. Three studies have been conducted to explore the effectiveness of the SDARI protocol in areas related to social cognition and communication differences.…”

Section: Social Emotional Neuroscience Endocrinology Theatrementioning

confidence: 99%

“…While PBSSIs vary in terms of activities or strategies used (e.g., play-based activities, games, sports, music, and/or dance), one set of PBSSI strategies that has gained more attention with a growing body of literature is drama-or theaterbased approaches. 20,[26][27][28][29][30] Training in acting techniques has many parallels with the skills targeted in SSIs: theater/acting activities naturally provide an opportunity for social interaction. Furthermore, theater and acting activities involve perceiving and interpreting social information from others and responding to it, as well as paying attention to how oneself expresses ideas.…”

mentioning

confidence: 99%

Performance- and Theater-Based Interventions for Supporting Social Cognition and Social Communication in Autistic Youth: A Review and Theoretical Synthesis

et al. 2022

Self Cite

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Social skills interventions (SSIs) are commonly used to improve social functioning in youth with autism spectrum disorder (ASD), which is a condition characterized by differences in social cognition and social communication. Although more traditional SSIs have used knowledge-based, didactic instruction, recent research has explored the utility of performance-based SSIs, which use various activities to support implicit learning of social skills in supportive, enriched environments. This article reviews the extant literature evaluating the effectiveness or efficacy of five performance-based SSIs using theater-based approaches on social cognition and social communication. Overall, this body of literature suggests social communication gains that include increased peer interactions, peer liking, and reciprocal friendships, as well as social cognitive gains in theory of mind and affect recognition. This review also discusses theoretical models that may help explain the emerging strengths of performance- and theater-based SSIs with underlying hypotheses related to the social communication and social cognitive differences in ASD. Limitations of performance-based SSIs in the evidence-base include several approaches in initial stages of research with small sample sizes and limited maintenance of effects. Future research should aim to bridge the research-to-practice gap and use more rigorous designs and more diverse samples, including those with cooccurring intellectual disability.

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Social performance–based interventions promote gains in social knowledge in the absence of explicit training for youth with autism spectrum disorder

Cited by 13 publications

References 56 publications

Implicit and Explicit Memory in Youths with High-Functioning Autism Spectrum Disorder: A Case-Control Study

Implicit and Explicit Memory in Youths with High-Functioning Autism Spectrum Disorder: A Case-Control Study

Atypical social communication is associated with positive initial impressions among peers with autism spectrum disorder

Performance- and Theater-Based Interventions for Supporting Social Cognition and Social Communication in Autistic Youth: A Review and Theoretical Synthesis

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