Swipe om te navigeren naar een ander artikel
Social reciprocity deficits are a core feature of the autism spectrum disorders (ASD). This review summarizes the state of research in group-based social skills training programs for school-age children and adolescents with ASD. All published studies of group social skills interventions between 1985 and 2006 were reviewed, as well as dissertations examining group-based social skills intervention programs. To assess the state of the science, a template developed by an NIMH work group was applied to 14 identified studies. Based on this review, the empirical support for this approach is incomplete, but promising intervention strategies were identified. Recommendations for the design of future treatment trials to guide clinical practice are offered.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bailey, K. J. (2001). Social competence of children with autism classified as best-outcome following behavior analytic treatment. Unpublished doctoral dissertation. Washington State University.
Baker, J. E. (2003). Social skills training for children with asperger syndrome, high-functioning autism, and related social communication disorders. Autism: Asperger Publishing Company.
*Barnhill, G. P., Cook, K. T., Tebbenhamp, K., & Myles, B. S. (2002). The effectiveness of social skills intervention targeting nonverbal communication for adolescents with asperger syndrome and related pervasive developmental delays. Focus on Autism and Other Developmental Disabilities, 17, 112–118.
Carter, A. S., Davis, N. O., Klin, A., & Volkmar, F. R. (2005). Social development in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders: Vol. 1. Diagnosis, development, neurobiology, and behavior. Hoboken, NJ: John Wiley & Sons.
*Carter, C., Meckes, L., Pritchard, L., Swensen, S., Wittman, P. P., & Velde, B. (2004). The friendship club: An after-school program for children with asperger syndrome. Fam Community Health, 27, 143–150. PubMed
Chamberlain, B. O. (2001). Isolation or involvement? The social networks of children with autism included in regular classes. Unpublished doctoral dissertation, University of California, Los Angeles.
Constantino, J. N., Przybeck T., Friesen, D., & Todd, R. D. (2000). Reciprocal social behavior in children with and without pervasive developmental disorders. Journal of Behavioral Pediatrics, 21, 2–11.
Cooper, M. J., Griffith, K. G., & Filer, J. (1999). School intervention for inclusion of students with and without disabilities. Focus on Autism and Other Developmental Disabilities, 14, 110–115.
*Cotter, M. W. (1997). Improving the social behavior of high-functioning children with autism: A social skills support group intervention. Unpublished doctoral dissertation, University of Alabama.
Forness, S., & Kavale, K. (1999). Teaching social skills in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19, 2–13. CrossRef
Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
Howlin, P., & Goode, S. (1998). Outcome in adult life for people with autism, asperger syndrome. In F. R. Volkmar (Eds.), Autism and pervasive developmental disorders (pp. 209–241). New York: Cambridge University Press.
Koegel, L. K., Koegel, R. L., & Brookman, L. I. (2005). Child-initiated interactions that are pivotal in intervention for children with autism. In E. D. Hibbs (Eds.), Psychosocial treatments for child and adolescents disorders: Empirically based strategies for clinical practice (2nd ed., pp. 633–657). Washington, DC: American Psychological Association.
Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S. (2003). Social skills interventions for the autism spectrum: Essential ingredients and a model curriculum. Child & Adolescent Psychiatric Clinics of North America, 12, 107–122. CrossRef
Lord, C., Risi, S., Lambrecht, L., Cook, E. H., & Leventhal, B. L., et al. (2000). The autism diagnostic observation schedule-generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. PubMedCrossRef
*Marriage, K. J., Gordon, V., & Brand, L. (1995). A social skills group for boys with asperger’s syndrome. Australian and New Zealand Journal of Psychiatry, 29, 58–62. PubMed
*Mishna, F., & Muskat, B. (1998). Group therapy for boys with features of asperger syndrome and concurrent learning disabilities: Finding a peer group. Journal of Child and Adolescent Group Therapy, 8, 97–114. CrossRef
Myles, B. S., Bock, S. J., & Simpson, R. L. (2001). Asperger syndrome diagnostic scale. Austin, TX: Pro-Ed.
Nowicki, S. (1997). Instruction manual for the receptive tests of the diagnostic analysis of nonverbal accuracy 2 (DANVA2). Atlanta, GA: Peachtree.
*Provencal, S. L. (2003). The efficacy of a social skills training program for adolescents with autism spectrum disorders. Unpublished doctoral dissertation, University of Utah.
Scahill, L., & Lord, C. (2004). Subject selection and characterization in clinical trials in children with autism. CNS Spectrums, 9, 22–32. PubMed
Schopler, E., & Mesibov, G. (1983). Autism in adolescents and adults. New York: Plenum Press.
Shaked, M., & Yirmiya, N. (2003). Understanding social difficulties. In M. Prior (Eds.), Learning and behavior problems in asperger syndrome (pp.126–147). New York: Guilford Press.
Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., & Odom, S., et al. (2006). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, in press.
Spence, S. H., Donovan, C., & Brechman-Toussaint, M. (2000). The treatment of childhood social phobia: The effectiveness of a social skills training-based, cognitive-behavioural intervention, with and without parental involvement. Journal of Child Psychology & Psychiatry, 41, 713–726. CrossRef
Stallings, P., & March, J. S. (1995). Assessment. In J. S. March (Eds.), Anxiety disorders in children and adolescents. New York: Guilford Press.
Tager-Flusberg, H. (2003). Effects of language and communicative deficits on learning and behavior. In M. Prior (Eds.), Learning and behavior problems in asperger syndrome (pp. 85–103). New York: Guilford Press.
Tantam, D. (2003). The challenge of adolescents and adults with asperger syndrome. Child Adolescence and Psychiatric Clinics of North America, 12, 143–163. CrossRef
Task Force Promot. Dissem. Psychol. Procedures (1995). Training in and dissemination of empirically validated psychological treatments: Report and recommendations. Clinical Psychologist, 48, 3–23.
*Trimarchi, C. L. (2004). The implementation and evaluation of a social skills trainingprogram for children with asperger syndrome. Unpublished doctoral dissertation, University at Albany, State University of New York.
Vernon, D. S., Schumaker, J. B., & Deschler, D. D. (2001). The SCORE skills: Social skills for cooperative groups. Lawrence, KS: Edge Enterprises.
Vitiello, B., & Wagner, A. (2004). Government initiatives in autism clinical trials. CNS Spectrums, 9, 66–70. PubMed
*Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, W. P. (2004). Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 53–62. CrossRef
Weiss, M. J., & Harris, S. L. (2001). Teaching social skills to people with autism. BehaviorModification, 25, 785–802.
Williams, S. K., Johnson, C., & Sukhodolsky, D. G. (2005). The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders. Journal of School Psychology, 43, 117–136. CrossRef
Williams, S. K., Scahill, L., Klin, A., Koenig, K., & Volkmar, F. (in press). Educationalplacements and service use patterns of individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders.
*Yang, N. K., Schaller, J. L., Huang, T., Wang, M. H., & Tsai, S. (2003). Enhancing appropriate social behaviors for children with autism in general education classrooms: An analysis of six cases. Education and Training in Developmental Disabilities, 38, 405–416.
*Included in review.
- Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research
Susan Williams White
- Springer US