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.
(2007).
Journal of Autism and Developmental Disorders, 37(10), 1858-1868.
Indicators of Review Quality:
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The review addresses a clearly focused question
| No |
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Criteria for inclusion of studies are provided
| Yes |
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Search strategy is described in sufficient detail for replication
| Yes |
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Included studies are assessed for study quality
| Yes |
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Quality assessments are reproducible
| No |
Description: This is a review of published studies and unpublished dissertations exploring the state of the evidence for social skills training interventions for school-age children with autism spectrum disorders (ASD) in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(s) Addressed:
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
Findings:
Conclusions:
- Treatment
- Cognition-Language
- 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