EBP Compendium: Summary of Systematic Review
Academy of Neurologic Communication Disorders and Sciences; American Speech-Language-Hearing Association; Department of Veterans Affairs
Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research
Williams White, S., Keonig, K., et al.
Journal of Autism and Developmental Disorders, 37(10), 1858-1868.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a review of published studies and unpublished dissertations exploring the state of the evidence for social skills training interventions for school-age children with autism spectrum disorders (ASD) in order to determine future research directions.
Question not specifically stated.
Population: School-age children or adolescents diagnosed with ASD, including autism, Asperger's disorder, or pervasive developmental disorder - not otherwise specified.
Intervention/Assessment: Direct social skills training intervention.
Number of Studies Included: 10
Years Included: Through August 2006
- Pragmatics/Social Skills
- Although empirical support for this approach is incomplete, group-based social skills training may be a useful intervention for children with ASD.
- Promising teaching strategies for social skills training include teaching social scripts, modeling and role-play, differential reinforcement, peer involvement, multiple trainers, parent involvement, practice in natural environments, fostering self-awareness, errorless teaching, and defining concrete social rules.
Keywords: Autism Spectrum Disorders, Social Skills
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Added to Compendium: March 2012