Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework

Abstract

This paper presents a best evidence synthesis of interventions to increase social behavior for individuals with autism. Sixty-six studies published in peer-reviewed journals between 2001 and July 2008 with 513 participants were included. The results are presented by the age of the individual receiving intervention and by delivery agent of intervention. The findings suggest there is much empirical evidence supporting many different treatments for the social deficits of individuals with autism. Using the criteria of evidence-based practice proposed by Reichow et al. (Journal of Autism and Developmental Disorders, 38:1311-1318, 2008), social skills groups and video modeling have accumulated the evidence necessary for the classifications of established EBP and promising EBP, respectively. Recommendations for practice and areas of future research are provided.

Problemas de comportamento em crianças com Transtorno Autista

“…A falta de habilidades linguísticas para se comunicar pode ter levado este grupo de crianças a desenvolver comportamentos problemáticos -neste caso específico -para mostrar o que desejam. As mães dessas crianças observam que seus filhos invadem o espaço dos outros, possivelmente na tentativa de mostrar seu próprio espaço (Reichow, & Volkmar, 2010;Spek & cols., 2010).…”

“…A partir dessas características comportamentais, foi possível classificar a gravidade, mensurar progressos ou retrocessos e programar intervenções e validá--las, desse modo foram elaborados diversos instrumentos de mensuração ou escalas de avaliação (Rutter, 2005, Matson, Nebel-Schwalm, Matson, 2006, Pereira, 2007, Reichow & Volkmar, 2010.…”

Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

“…The majority of interventions for high-functioning adolescents with ASD focus on addressing social deficits, which are important to address given the negative outcomes associated with ostracism in adolescents with ASD (Sebastian et al 2009). Such interventions available for pre-teens and teenagers with ASD have demonstrated empirical evidence for improving social deficits (Reichow and Volkmar 2010). Unfortunately, White et al (2007) noted that many of the gains made during treatment appear to diminish after treatment has concluded.…”

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

“…Additionally, there is a need to identify effective intervention and methods for facilitating social interactions for older students with IDD (Reichow & Volkmar, 2010;Rogers, 2000). We conducted this study to address these needs and to ultimately contribute guidance from key stakeholders on intervention approaches.…”

“…We explored parent and teacher perspectives on friendship because parents and teachers are critically situated to help increase the frequency and quality of social interactions (Hollingsworth & Buysse, 2009). Parental involvement is a critical component of social intervention for students with IDD, including ASD (Reichow & Volkmar, 2010). Parental attitudes and expectations related to social interactions and friendships can affect the frequency and type of social opportunities and social supports provided to their children .…”