Abstract | Summary | Original Article

Social Skills Interventions for children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations.

Rao PA, Beidel DC, Murray MJ.

Journal of Autism and Developmental Disorders. 2008; 38: 353-361.

Question: What is the evidence for the effectiveness of social skills training programs for children and adolescents with Asperger’s syndrome or high-functioning autism?

Background: Children and teens with Asperger’s syndrome (AS) and high functioning atism (HFA) have normal or even superior intelligence. They are usually in mainstream classrooms where they need to interact with their peers and with teachers. Their difficulties with understanding conventions of behavior often lead to exclusion from their peer group and, unfortunately, to their being bullied. Many studies have looked at whether or not social skills training helps them to learn how to make friends and get along with the typical classmates and others in the community.

Design: This was a systematic review of the literature on the effectiveness of social skills training for children and adolescents with AS and HFA.

Participants: The review looked at 10 studies conducted with children and teens 18 years of age and younger who had a diagnosis of AS or HFA.

Intervention: The programs in the reviewed studies were held in a clinic or classroom and taught social interactions skills such as greeting others, initiating interactions, complimenting others and responding to compliments, taking turns, sharing during interactions and conversational skills.

Main Outcome Measures: The participants’ abilities to interact with others, carry on conversations, and to keep from losing their temper were some of the outcomes.

Main Results: Seven of the 10 studies included in this review showed positive effects. However, all of the studies had problems with the way they were conducted that limited their ability to show if they actually changed the participants’ behavior.

Conclusion: Social skills training is feasible and seems to be of benefit to some children. However, these programs are expensive, labour intensive, and similar results could be achieved through other means. In view of several methodological limitations, the review could not conclude whether or not the programs were effective in improving the social skills of children and teens with AS or HFA.