January 2014
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139 Reads
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3 Citations
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Publications (3)
February 2013
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3,158 Reads
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71 Citations
The Arts in Psychotherapy
January 2013
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1,148 Reads
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105 Citations
In this paper, we synthesize the current literature on group-based social skills interventions (GSSIs) for adolescents (ages 10-20 years) with higher-functioning autism spectrum disorder and identify key concepts that should be addressed in future research on GSSIs. We consider the research participants, the intervention, the assessment of the intervention, and the research methodology and results to be integral and interconnected components of the GSSI literature, and we review each of these components respectively. Participant characteristics (eg, age, IQ, sex) and intervention characteristics (eg, targeted social skills, teaching strategies, duration and intensity) vary considerably across GSSIs; future research should evaluate whether participant and intervention characteristics mediate/moderate intervention efficacy. Multiple assessments (eg, parent-report, child-report, social cognitive assessments) are used to evaluate the efficacy of GSSIs; future research should be aware of the limitations of current measurement approaches and employ more accurate, sensitive, and comprehensive measurement approaches. Results of GSSIs are largely inconclusive, with few consistent findings across studies (eg, high parent and child satisfaction with the intervention); future research should employ more rigorous methodological standards for evaluating efficacy. A better understanding of these components in the current GSSI literature and a more sophisticated and rigorous analysis of these components in future research will lend clarity to key questions regarding the efficacy of GSSIs for individuals with autism spectrum disorder.
Citations (3)
... This framework distinguishes between social acquisition deficits (referred to here and elsewhere as social knowledge deficits), in which children lack knowledge of the social behaviors they should perform, and social performance deficits, in which children know the social behaviors that can or "should" be performed yet have trouble doing so. Thus, while Gresham (1997) considered both knowledge and performance to be necessary for competent social functioning in broader social functioning, research has only recently begun to understand the impact of social performance deficits, and the extent of the division between social knowledge and social performance skills, in autistic social difficulties (Gates et al., 2022;Lerner et al., 2014;Matson et al., 2007). ...
- Citing Chapter
January 2014
... 36 The inclusion and consideration of creative, dramatic and theatrical approaches to facilitate and promote the generalisation of learnt skills to everyday environments have also featured. [37][38][39] In recent years, more positive outcomes (eg, formation of appropriate peer networks and translation of learnt skills) have been associated with programmes that include caregiver involvement. 40 41 Specifically, GSSIs that included caregiver groups were deemed more effective, with an associated large effect size (Standardised Mean Difference, SMD −0.91, 95% CI −1.20 to -0.61; Z=6.08), compared with the moderate effect size (SMD −0.63, 95% CI −1.23 to -0.02; Z=2.03) associated with GSSIs without caregiver components. ...
- Citing Article
- Full-text available
February 2013
The Arts in Psychotherapy
... Explicit teaching strategies involve direct instruction from a therapist or facilitator using didactic techniques such as modelling, demonstrations, and scripted role-play scenarios. These strategies aim to teach new skills or reinforce previously learned skills with the facilitators engaging participants in structured learning activities and providing feedback on their performance (Guivarch et al., 2017;McMahon et al., 2013). Implicit teaching strategies, however, utilise games, interest or leisure-based activities to engage participants in social interactions. ...
- Citing Article
- Full-text available
January 2013