Social Skills Training in Autism Spectrum Disorder Across the Lifespan

Moody, Christine T.; Laugeson, Elizabeth A.

doi:10.1016/j.psc.2020.08.006

Cited by 19 publications

(11 citation statements)

References 62 publications

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“…This learning activity trains children to enrich life experiences, make friends, participate in activities, and work together in groups. Children who are taught social skills training provide opportunities for children to learn to interact with friends, be active in group activities, complete tasks in groups, have an attitude toward helping others, be responsible for completing tasks, and help others who have difficulty (Dorten et al, 2022;Moody & Laugeson, 2020;Pebriana, 2017). In learning social skills training, the teacher provides stages of activities starting from the basic principles of SST, discussion, modeling, role-playing, providing feedback, reinforcement, transfer training, and playing games to provoke children's desire to work together in small groups and large groups on the given task (Moreno-Guerrero et al, 2020;Murniviyanti et al, 2020;Riantini et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Social skills training is an intervention that uses a special approach to develop prosocial behavior and introduce social skills that children do not yet possess (Hardhiyanti et al, 2020;Hourcade et al, 2012;Rai, 2015). The steps in social skills training are implementing the basic principles of SST, discussing, providing modeling, role-playing, providing feedback, reinforcement, transfer training, and playing games (Abdelmohsen & Arafa, 2021;Moody & Laugeson, 2020). The application of social skills training begins by being friendly to children, such as smiling, conversing with children, greeting them and giving greetings when they arrive at school, and asking general questions (Moody & Laugeson, 2020;Sudana et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…The ability to interact is the key to enriching life experiences, making friends, participating in activities, and working together in a group (Dorten et al, 2022;Moody & Laugeson, 2020). Social skill training is the ability to behave socially towards someone, thus enabling that person to interact well with a certain environment (Bali, 2017;Chen, 2006).…”

Section: Introductionmentioning

confidence: 99%

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The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

Fikri

Tegeh

2022

IVCEJ

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The problem is that children's cooperative abilities are still low because teachers tend to give individual assignments and rarely give group assignments that allow children to work with their friends. This study analyzes social skill training on the ability to cooperate in group B Kindergarten children. This research is quasi-experimental research using a non-equivalent pretest-posttest control group design. The research population was 69 students—the sample with cluster random sampling technique. The sample of this study amounted to 33 students. The data on the results of the ability to work together was collected using observational techniques, which were analyzed using descriptive statistical analysis techniques and inferential statistics with a t-test. The results of the analysis obtained tcount = 23,425 while at the 5% significance level with dk = 31 the value of ttable = 2,039 so that tcount = 23,425 > ttable = 2,039. Based on the test, then H0 is rejected, which means that the HA hypothesis is accepted, which states that there is a significant effect between the group of children who receive social skills training and children who do not receive social skills training on children's cooperative abilities. The results showed a significant effect on cooperative skills between groups of children who received social skills training and those who did not receive social skills training on cooperative skills in Kindergarten.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

Fikri

Tegeh

2022

IVCEJ

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“…Despite their popularity in clinical settings, the overall benefits of these interventions remain modest, with a small number of metaanalyses reporting improvements in social skills with average overall effect sizes (25,29). In addition, a significant portion of validation studies has focused on evidence-based practices for preschool-age children and elementary school-age children (15,30). Only a minority of the randomized controlled trials (RCT) identified in the most recent meta-analyses targeted social skills groups for adolescents (25,29).…”

Section: Social Skills Groups For Adolescents: Known Benefits and Limitationsmentioning

confidence: 99%

“…Deficits in social cognition impact social skills and interfere with the production of responses considered socially appropriate. In a neurotypical world, these social challenges are, at any age, an isolating and exclusion factor from peers (15). Rejection also affects ASD youth's mental health and is a risk factor for developing depression or anxiety disorders (7,10,16).…”

Section: Introductionmentioning

confidence: 99%

Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups

2021

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Improving social cognition and social skills is a challenge faced by individuals with Autism Spectrum Disorder without Intellectual Disability at any age. This process is particularly critical during late adolescence (15–18 years), a developmental phase generally characterized by rich social experiences that usually foster the development of friendships. Nevertheless, for youth with ASD, lingering difficulties in social cognition often hinder their ability to generate responses considered socially appropriated. These social deficits can contribute to isolation that has a detrimental effect on mental health. In adulthood, deficits of social skills are strongly associated with an overall lack of support, characterized by a failure to integrate into the labor market, a high unemployment rate, social isolation, and a higher suicide rate. In clinical settings, social skills groups are well-established therapeutic means to improve social cognition and social skills. Nevertheless, these interventions vary greatly regarding their objectives, contents and duration. Moreover, few have been validated and replicated by research. Our aim is to bring certain perspectives to a type of intervention that are widely used in care settings. After reviewing its positive aspects for increasing social cognition, and its limitations, we will discuss strategies to facilitate the generalization of social skills in an ecological context. In particular, we will base our reflection on our clinical experience and on our current project to adapt the PEERS model for adolescents into French. We will consider the current trend of involving parents as “social coaches” to generalize the social knowledge acquired in the social skills groups.

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Overlapping and specific neural correlates for empathizing, affective mentalizing, and cognitive mentalizing: A coordinate‐based meta‐analytic study

Arioli

Cattaneo

Ricciardi

et al. 2021

Human Brain Mapping

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While the discussion on the foundations of social understanding mainly revolves around the notions of empathy, affective mentalizing, and cognitive mentalizing, their degree of overlap versus specificity is still unclear. We took a meta‐analytic approach to unveil the neural bases of cognitive mentalizing, affective mentalizing, and empathy, both in healthy individuals and pathological conditions characterized by social deficits such as schizophrenia and autism. We observed partially overlapping networks for cognitive and affective mentalizing in the medial prefrontal, posterior cingulate, and lateral temporal cortex, while empathy mainly engaged fronto‐insular, somatosensory, and anterior cingulate cortex. Adjacent process‐specific regions in the posterior lateral temporal, ventrolateral, and dorsomedial prefrontal cortex might underpin a transition from abstract representations of cognitive mental states detached from sensory facets to emotionally‐charged representations of affective mental states. Altered mentalizing‐related activity involved distinct sectors of the posterior lateral temporal cortex in schizophrenia and autism, while only the latter group displayed abnormal empathy related activity in the amygdala. These data might inform the design of rehabilitative treatments for social cognitive deficits.

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Social Skills Training in Autism Spectrum Disorder Across the Lifespan

Cited by 19 publications

References 62 publications

The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

The Impact Of Social Skills Training On The Ability To Cooperate In Early Childhood

Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups

Overlapping and specific neural correlates for empathizing, affective mentalizing, and cognitive mentalizing: A coordinate‐based meta‐analytic study

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