Social Skills Differences Between the Autism Spectrum Disorders

Kozlowski, Alison M.; Matson, Johnny L.; Belva, Brian C.

doi:10.1007/s10882-011-9260-2

Cited by 8 publications

(4 citation statements)

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“…For example, friends can provide emotional support to adolescents during difficult times and serve as a buffer against peer victimization and exclusion (Kenny et al 2013). Because of their social skills deficits, individuals with ASD, particularly adolescents with ASD, are at risk for a host of negative outcomes such as peer rejection and internalizing problems (Kozlowski et al 2012). …”

Section: Introductionmentioning

confidence: 99%

“…Given that poor social functioning is a hallmark feature of ASD (Kozlowski et al 2012), developing and testing the efficacy of social skills interventions for individuals with ASD is critical. While some social skills interventions have been proven to be efficacious in research settings using resource-intensive randomized controlled trials (RCTs), it is unclear whether the gains observed in these trials will generalize to routine community-based practice (Dingfelder and Mandell 2011).…”

Section: Introductionmentioning

confidence: 99%

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A Pilot Study Examining the Effectiveness of the PEERS Program on Social Skills and Anxiety in Adolescents with Autism Spectrum Disorder

et al. 2017

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The Program for the Evaluation of the Enrichment of Relational Skills (PEERS), a social skills intervention for high functioning adolescents with autism spectrum disorder (ASD), has been proven efficacious in randomized control trials. However, the effectiveness of the PEERS program in community settings has not been studied. The present small-scale pilot study examined the effectiveness of the PEERS program in a community setting. Five adolescents and their caregivers participated in the PEERS intervention. Results indicated that the adolescents showed significant improvement in their social engagement, social cognition, social communication, social motivation, and knowledge of PEERS skills and concepts from pre- to post-intervention. Furthermore, adolescents showed significant reductions in their internalizing and autistic symptoms from pre- to post-intervention. The findings from this small-scale pilot study support the effectiveness of the PEERS program in community-based settings.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Pilot Study Examining the Effectiveness of the PEERS Program on Social Skills and Anxiety in Adolescents with Autism Spectrum Disorder

et al. 2017

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“…Además del funcionamiento social deteriorado, los jóvenes con TEA de alto funcionamiento a menudo presentan ansiedad comórbida, pudiendo tener una mejor comprensión de sus anomalías de comportamiento, lo que puede hacer que sean vulnerables a experimentar altos niveles de ansiedad (Hallett et al, 2013). Debido a sus deficiencias en las habilidades sociales, las personas con TEA, sobre todo las que se encuentran en edad adolescente, corren el riesgo de sufrir el rechazo de los compañeros y problemas de internalización (Kozlowski et al, 2012).…”

Section: Introductionunclassified

Intervenciones eficaces para la mejora de las habilidades sociales en personas con trastorno del espectro autista de alto funcionamiento: una revisión sistemática

Castillo Bautista,

Sánchez-Suricalday

2023

Bordón

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INTRODUCCIÓN. La intervención centrada en las habilidades sociales en personas con autismo, motivada en parte por la introducción del uso de dispositivos electrónicos, es un tema de interés en los últimos años Por ello, el presente trabajo se ha centrado en la revisión de las intervenciones más recientes llevadas a cabo en personas con trastorno del espectro autista para la mejora de sus habilidades sociales, con el objetivo de dar a conocer su eficacia y fomentar la creación de más programas de este tipo. MÉTODO. Para ello se realizó una revisión sistemática siguiendo el método PRISMA (Page, 2021), utilizando para ello las bases de datos Scopus y Web of Science. La estrategia de búsqueda se basó en una combinación de términos de búsqueda, filtros y criterios de inclusión específicos. RESULTADOS. Finalmente, tras la revisión, se seleccionó un total de 12 artículos para su análisis. Se codificaron los resultados atendiendo a: referencia, tipo de intervención, tamaño de la muestra, edad media de la muestra, número de sesiones y duración, instrumento de evaluación y los principales resultados encontrados. Entre las diferentes intervenciones para mejorar las habilidades sociales en personas con trastorno del espectro autista se encuentran: el uso del robot humanoide Nao, la realidad aumentada para recrear entornos virtuales de socialización, el modelado mediante vídeo, los entrenamientos grupales de habilidades sociales mediante instrucciones, con grupos de iguales, maestros, padres, y la realización de actividades con juegos de construcciones. CONCLUSIONES. Los resultados concluyeron que las técnicas utilizadas en las intervenciones analizadas muestran resultados positivos, aunque existen varias deficiencias metodológicas en la forma en que se llevan a cabo. Dado que las intervenciones han resultado eficaces a corto plazo, se deben realizar estudios centrados a medio y largo plazo.

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“…The second requires complex social dynamics as witnessed during free play and often controlled by peers in the playground (Walker et al, 1998 ). The first of these demands is essential in creating an environment in which learning can take place, while the second is imperative in preventing disassociation from the school system (Bellini, 2006 ; Bellini & Akullian, 2007 ; Kozlowski et al, 2012 ; Tantam, 2000 ).…”

Section: Introductionmentioning

confidence: 99%

PROTOCOL: Video‐based interventions for promoting positive social behaviour in children with autism spectrum disorders: a systematic review and meta‐analysis

Keenan

Thurston²,

Storey

et al. 2021

Campbell Systematic Reviews

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This is the protocol for a Campbell review. The primary objective for this review is summarising the effectiveness of video-based interventions (VBI) in promoting prosocial behaviours in a population of young people with autism spectrum disorders (ASD). The research questions employed to fulfil this objective include: (1) Do VBI improve prosocial behaviours in children with ASD? (2) Which social skills and interactive behaviours are most successful? (3) Do VBI generally have successful rates of skill generalisation and response maintenance? (4) Do demographic characteristics (age, gender) of participants influence the effectiveness of VBI's?ASD is a lifelong neurodevelopmental condition found among all races and socioeconomic groups (Wolff, 2004). ASD effects more than 1 in 100 people in the United Kingdom with diagnosis commonly taking place after the age of 3. The prevalence of ASD diagnoses is also rising, which is thought to be a result of a combination of better public awareness and improved assessment methods (Fombonne, 2005). It affects males more frequently than females with a ratio of 5:1 (Russell et al., 2014); due to the prevalence differences between males and females, there is currently a wealth of research primarily concerned with its biological origins (see Abrahams & Geschwind, 2008 for a review).The International Classification of diseases, eleventh edition (ICD-11, 2018) characterises ASD by repetitive and restrictive interests and behaviours, where deficits in social interaction and communication are exhibited. Due to these impairments in social interaction and communication, individuals with ASD face difficulty in expressing their wants and needs which may subsequently result in problem behaviours such as aggression and self-injury as an alternative communication strategy (Chiang, 2008;Murphy et al., 2009). There are a variety of diagnostic and screening tools for Autism including; The Childhood Autism Rating Scale (Schopler et al., 1980); the Pervasive Developmental Disorder Screening Test (Siegel et al., 1986); the checklist for Autism in Toddlers ( Baron-Cohen et al., 1992); the Children's Social Behaviour Questionnaire (Berument et al., 1999); the Autism Diagnostic Interview-Revised (ADI-R) and the Social Responsiveness Scale . Despite their wide-use, efforts are still being made to improve the diagnostic process for individuals displaying ASD symptoms. The ADI-R, which is the current standard of assessment for ASD, takes over 2 h to complete which poses a threat to feasibility for use in clinical settings which are already oversubscribed with extensive waiting times for families and individuals seeking diagnosis. The Autism Screening Questionnaire has demonstrated potential in the diagnostic process, however, each of its 40 items assess either the presence or absence of a given symptom rather than using a quantitative scale to rate symptom severity therefore it has exhibited floor effects in previous research (Rutter et al., 1999). The most recent assessment tool, the Social Responsivene...

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Social Skills Differences Between the Autism Spectrum Disorders

Abstract: Social skills deficits are one of the core features of autism spectrum disorders (ASDs), with many believing that this symptom domain is the defining feature of individuals with ASDs.

Cited by 8 publications

References 50 publications

A Pilot Study Examining the Effectiveness of the PEERS Program on Social Skills and Anxiety in Adolescents with Autism Spectrum Disorder

A Pilot Study Examining the Effectiveness of the PEERS Program on Social Skills and Anxiety in Adolescents with Autism Spectrum Disorder

Intervenciones eficaces para la mejora de las habilidades sociales en personas con trastorno del espectro autista de alto funcionamiento: una revisión sistemática

PROTOCOL: Video‐based interventions for promoting positive social behaviour in children with autism spectrum disorders: a systematic review and meta‐analysis

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