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

Miller, Amber R.; Vernon, Ty; Wu, Victoria L.; Russo, Krysta

doi:10.1007/s40489-014-0017-6

Cited by 58 publications

(40 citation statements)

References 57 publications

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“…Rao et al 2008;Reichow et al 2012;Miller et al 2014). These reviews have shown how SST groups may improve the social skills of some children and adolescents with ASD, but highlight the need for further research measuring broader outcomes, such as quality of life.…”

Section: Review Objectivesmentioning

confidence: 99%

The Effectiveness of Social Skills Training Groups for Individuals with Autism Spectrum Disorder

Hotton

Coles

2015

Rev J Autism Dev Disord

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A u t i s m s p e c t r u m d i s o r d e r ( A S D ) i s characterised by social difficulties that can have a negative impact on an individual's psychological and social wellbeing. To date, reviews of social skills training groups have mainly focussed on children, rather than adolescents and adults. This review aimed to critically evaluate studies published in the past 20 years that had used group-based social skills training to improve the social skills of adults and/or adolescents with ASD. Thirteen studies were identified, and group-based social skills training was generally effective at improving social skills, with some studies observing transfer effects to improvements in wider psychological wellbeing. Future research should focus on comparing different social skills training protocols in real-world clinical settings.

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Section: Review Objectivesmentioning

confidence: 99%

The Effectiveness of Social Skills Training Groups for Individuals with Autism Spectrum Disorder

Hotton

Coles

2015

Rev J Autism Dev Disord

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“…However, despite their widespread use, very little rigorous, well-designed research has been conducted to examine their efficacy (Kasari, Shire, Factor, & McCracken, 2014). Indeed, while there have been more than a dozen systematic reviews of GSSIs conducted in recent years (e.g., Barry et al, 2003; Blacher, Kraemer, & Schalow, 2003; Elder, Caterino, Chao, Shacknai, & De Simone, 2006; Flynn & Healy, 2012; Kaat & Lecavalier, 2014; Kasari & Patterson, 2012; Koenig, De Los Reyes, Cicchetti, Scahill, & Klin, 2009; McMahon, Lerner et al, 2013; Miller, Vernon, Wu, & Russo, 2014; Otero, Schatz, Merrill, & Bellini, 2015; Rao, Beidel, & Murray, 2008; Reichow & Volkmar, 2010; Schreiber, 2011; Spence, 2003; White, Keonig, & Scahill, 2007), there has only been one meta-analysis to evaluate efficacy of GSSIs (Reichow, Steiner, & Volkmar, 2012). This sole meta-analysis – which focused on well-designed randomized controlled trials (RCTs) with a wait-list control, of which only five were evident at the time – provided initial support for the efficacy of GSSIs for improving social competence for ASD youth.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis

Gates

Kang

Lerner

2017

Clinical Psychology Review

282

239

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Group-based social skills interventions (GSSIs) are widely used for treating social competence among youth with autism spectrum disorder (ASD), but their efficacy is unclear. Previous meta-analysis of the literature on well-designed trials of GSSIs is limited in size and scope, collapsing across highly heterogeneous sources (parents; youths; teachers; observers; behavioral tasks). The current meta-analysis of randomized control trials (RCTs) was conducted to ascertain overall effectiveness of GSSIs and differences by reporting sources. Nineteen RCTs met inclusion criteria. Results show that overall positive aggregate effects were medium (g = 0.51, p < 0.001). Effects were large for self-report (g = 0.92, p < 0.001), medium for task-based measures (g = 0.58, p < 0.001), small for parent- and observer-report (g = 0.47 and 0.40, respectively, p < 0.001), and nonsignificant for teacher-report (p = 0.11). Moderation analyses of self-report revealed the effect was wholly attributable to youth reporting that they learned about skilled social behaviors (social knowledge; g = 1.15, p < 0.01), but not that they enacted them (social performance; g = 0.28, p = 0.31). Social skills interventions presently appear modestly effective for youth with ASD, but may not generalize to school settings or self-reported social behavior.

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“…To date, reviews of social skills group literature for individuals with ASD have evaluated research focusing on children and adolescents (Miller, Vernon, Wu, & Russo, ; Rao, Beidel, & Murray, ; Reichow et al., ), adolescents and adults (Hotton & Coles, ) or only adults with ASD without intellectual disability (Spain & Blainey, ). These reviews concluded that social skills groups for individuals with ASD were effective for reducing a number of social difficulties.…”

Section: Introductionmentioning

confidence: 99%

Do group interventions help people with autism spectrum disorder to develop better relationships with others? A critical review of the literature

Atkinson‐Jones

Hewitt

2018

Brit J Learn Disabil

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Accessible summary• Lots of people with autism find it difficult to make friends and have relationships.• There are lots of different groups that can help people with autism to learn social skills and how to make friends.• Some of the groups were specially designed for people with a learning disability as well as autism.• The groups can help support people to talk about their emotions, talk to other people about their thoughts and feelings and practise talking to other people.• This paper found that social skills groups can help people with autism to improve their social skills and to talk to people more.• The PEERS-YA group appears to be the best social skills group for people with autism without a learning disability.• More research is needed to learn more about social skills groups for people with autism and a learning disability. AbstractBackground: Social and communication impairments are a core diagnostic feature of autism spectrum disorder (ASD) and can act as a barrier to developing relationships.The National Institute for Health and Care Excellence (2016) guidelines recommend group social skills interventions as the first-line treatment to help adults with ASD improve their social skills and relationships. To date, reviews have only explored the impact of group social skills interventions for adults with ASD without intellectual disability (ID). This review aimed to critically appraise studies investigating group social skills interventions for adults with ASD both without intellectual disability and with a mild or moderate intellectual disability. Method:A systematic search of four databases (PsycINFO, MEDLINE, EMBASE and CINAHL), as well as hand-searching of references, was conducted. Ten studies were identified, employing different designs and methodologies, and covering six different group social skills interventions.Results: Overall, the review provided fairly consistent evidence that group social skills in different formats can reduce social impairments and increase social interaction, social knowledge and empathy for adults with ASD.

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

Cited by 58 publications

References 57 publications

The Effectiveness of Social Skills Training Groups for Individuals with Autism Spectrum Disorder

The Effectiveness of Social Skills Training Groups for Individuals with Autism Spectrum Disorder

Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis

Do group interventions help people with autism spectrum disorder to develop better relationships with others? A critical review of the literature

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