Social Skills Training for Adolescents With Autism Spectrum Disorder Using Facebook (Project Rex Connect): A Survey Study

Abstract

BackgroundAdolescents with autism spectrum disorder (ASD) spend more time using electronic screen media than neurotypical peers; preliminary evidence suggests that computer-assisted or Web-based interventions may be beneficial for social skills acquisition. The current generation of adolescents accesses the Internet through computers or phones almost daily, and Facebook is the most frequently used social media platform among teenagers. This is the first research study to explore the use of Facebook as a therapeutic tool for adolescents with ASD.ObjectiveTo study the feasibility and clinical impact of using a Web-based social platform in combination with social skills training for adolescents with ASD.MethodsThis pilot study enrolled 6 participants (all males; mean age 14.1 years) in an online social skills training group using Facebook. Data was collected on the participants’ social and behavioral functioning at the start and conclusion of the intervention. Outcome measures included the Social Responsiveness Scale-2, the Social Skills Improvement System Rating Scale, and the Project Rex Parent Survey. Participants were surveyed at the conclusion of the intervention regarding their experience.ResultsNo statistically significant differences in measurable outcomes were observed. However, the online addition of Facebook was well received by participants and their parents. The Facebook intervention was able to be executed with a careful privacy protocol in place and at minimal safety risk to participants.ConclusionsThe utilization of Facebook to facilitate delivery of social skills training for adolescents with ASD appears to be feasible, although the clinical impact of such an addition is still unclear. It is important to note that social difficulties of participants persisted with the addition of the online platform and participants still required assistance to engage with peers in an online environment. A Web-based intervention such as the one utilized in this study has the potential to reach a mass number of patients with ASD and could address disparities in access to in-person treatment services. However, the complexity and evolving nature of Facebook’s website and privacy settings leads to a number of unique online safety concerns that may limit its clinical utility. Issues encountered in our study support the development of an alternative and closed Web-based social platform designed specifically for the target audience with ASD; this platform could be a safer and more easily moderated setting for aiding in social skills development. Despite a small sample size with no statistically significant improvements of target symptoms, the use of electronic screen media as a therapeutic tool for adolescents with ASD is still a promising area of research warranting further investigation. Our study helps inform future obstacles regarding feasibility and safety.

Social Media Usage and Development of Psychiatric Disorders in Childhood and Adolescence: A Review

“…Although social media interfere with offline interaction by reducing the investment of time and resources in them while offering a more immediate alternative to satisfy social needs, they can also simplify the engagement in social contacts. This feature might be suitable, for instance, for youths with autism spectrum disorders, as they can have difficulties in decoding complex social information ( 105 , 106 ). As adolescence is a crucial developmental stage where interactions with peers occur both online and offline, it is of pivotal relevance to understand the impact of social media platforms on teenagers with neurodevelopmental disorders.…”

“…For this purpose, Gwynette and colleagues explored Facebook's therapeutic potential as a tool to improve social skills in adolescents with ASD. Their web-based intervention, according to the authors, could have the potential to facilitate interventions, leading to higher engagement with peers through the virtual environment ( 106 ). In the context of neurodevelopmental disorders, Asperger syndrome is characterized by significant difficulties in social interaction and non-verbal communication; as a consequence, they could be more vulnerable to cyberbullying victimization on online applications.…”

Online peer mentorship programmes for children and adolescents with neurodevelopmental disabilities: A systematic review

“…Few studies were considered of poor quality due to small sample size (Barnfather et al, 2011;Burgstahler & Crawford, 2007;Cole et al, 2017;Gwynette et al, 2017;Jiam, Hoon Jr, Hostetter, & Khare, 2017;Stewart et al, 2011), convenience sampling strategy (Burgstahler & Crawford, 2007;Cross et al, 2018;Gwynette et al, 2017;Jiam, Hoon, Hostetter, & Khare, 2017;Margalit & Raskind, 2009;Stewart et al, 2011), and no description of validation of the assessment tool (Burgstahler & Crawford, 2007;Cole et al, 2017). The risk of bias was assessed using the six domains of the Cochrane collaboration's tool for assessing risk of bias (Higgins & Altman, 2008).…”

Design of a Digital Comic Creator (It’s Me) to Facilitate Social Skills Training for Children With Autism Spectrum Disorder: Design Research Approach

“…In autism research, there is a growing interest in the development of digital interventions [ 21 ]. Developed interventions range from simulation-based interventions for practicing social skills [ 22 ], use of smart glasses for coaching users in social communication [ 23 ], interventions using virtual reality [ 24 - 26 ], interventions based on a gamification approach [ 27 - 29 ], social training interventions using social media [ 30 ], and interventions aiming to train users with skills within a serious game [ 31 , 32 ]. Most of those interventions focus on the child with ASD and aim to develop a set of specific skills.…”