Measuring Changes in Social Behavior During a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder

Abstract

The social behavior of children and adolescents with Autism Spectrum Disorder was evaluated weekly over 19 weeks of a social skills training program. Participants’ vocalizations were coded as initiating, responding, or other (e.g., self-talk). Participants’ interactions were coded as dyadic peer interactions, dyadic leader interactions, interactions with a group of peers, interactions with a group of peer(s) and leader(s), or time spent by self. Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers, and spent marginally less time interacting with a leader. Gender, age, and intervention attendance effects on social behavior are also noted.

The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders

“…Much of the intervention research targeting social and communication skills for children with ASD incorporates the use of evidence-based practices including (a) written and picture cues, social scripts, and other visual representations of communication (Bryan & Gast, 2000; Ganz, Kaylor, Bourgeois, & Hadden, 2008; MacDuff, Ledo, McClannahan, & Krantz, 2007; Quill, 1997); and (b) direct instruction of targeted behaviors using social skills curricula (Bauminger, 2007; Goldstein, 2002; Gonzalez-Lopez & Kamps, 1997; Kamps et al, 2002; Lerner & Mikami, 2012; McMahon, Vismara, & Solomon, 2012). The use of text cues in the form of scripts and fading of scripts has research support for use with children with ASD (Krantz & McClannahan, 1993).…”

Social Skill Group Interventions for Adolescents with Autism Spectrum Disorders: a Systematic Review

“…Efficacy has been measured through a variety of means and most commonly through parent report measures (e.g., Gabriels et al 2012;Shin et al 2011;Valenti et al 2010). Very few studies reported the use of rigorous measurement techniques such as blinded clinician ratings or objectively coded naturalistic behavioral observations (e.g., Koegel et al 2012;McMahon et al 2013). As the initial efficacy results indicate the usefulness of social skills groups for adolescents with ASD, these more advanced measurements of change are suggested for use in the next wave of intervention studies.…”

“…However, almost half of the investigations identified by this review (46 %) described groups that held weekly sessions for approximately 10-16 weeks, with each session lasting approximately 40 min to 2 hours (e.g., Laugeson et al 2012;McMahon et al 2013;Stichter et al 2012).…”

“…McMahon et al (2013) examined behavioral data from the group sessions themselves, documenting increases in the number of responding vocalizations made by group members. Similarly, Mitchell et al (2010) conducted behavioral probes during training sessions and observed increases in the participants' target skills, which included operationally defined introductions, initiated conversations, problem-solving skills, and group-joining skills.…”

“…For example, many interventions include follow-up homework assignments (e.g., McMahon et al 2013). While homework assignments vary between interventions, they generally involve inhome or community practice of the skill(s) addressed in the group session.…”