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Summary of Systematic Review

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.

This review meets the criteria for a high-quality evidence-based systematic review.

Indicators of Review Quality:

The review states a clearly focused question or aim No
Criteria for inclusion of studies are provided Yes
Search strategy is described in sufficient detail for replication Yes
Included studies are assessed for study quality Yes
Quality assessments are reproducible No
Characteristics of the included studies are provided Yes

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This is a review of published studies and unpublished dissertations exploring the state of the evidence for social skills training interventions for school-age children with autism spectrum disorders (ASD) in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)/Aim(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

Conclusions:

Autism Spectrum Disorders

  • Treatment

    • Cognition/Language

      • Pragmatics/Social Skills Treatment

        • 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.


      • Social Skills Groups

        • Although empirical support for this approach is incomplete, group-based social skills training may be a useful intervention for children with ASD

Social Communication Disorders

  • Treatment

    • Cognition/Language

      • Behavioral Interventions/Techniques, Parent-Mediated/Implemented, Peer-Mediated/Implemented, Pragmatics/Social Skills Treatment - Social Skills Groups & Social Scripts 

        • 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. 

  • Service Delivery

    • Format, Provider & Setting

      • 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.  

Sponsoring Body:
Academy of Neurologic Communication Disorders and Sciences; American Speech-Language-Hearing Association; Department of Veterans Affairs

Keywords:
Social Skills, Autism Spectrum Disorders

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