Systematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD

Lopata, Christopher; Donnelly, James P.; Rodgers, Jonathan D.; Thomeer, Marcus L.

doi:10.1016/j.rasd.2018.11.008

Cited by 3 publications

(2 citation statements)

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“…Change scores were used in this investigation instead of alternative methods of pre- and post-test analyses, which may have influenced results. A clustered design was not utilized in this design and this may have impacted our statistical power and effect size of intervention effects ( 57 ). Additionally, a small sample size reduces our ability to generalize our findings to larger groups of adolescents with ASD.…”

Section: Discussionmentioning

confidence: 99%

Investigating Changes in Reward-Related Neural Correlates After PEERS Intervention in Adolescents With ASD: Preliminary Evidence of a “Precision Medicine” Approach

et al. 2021

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Background: The Social Motivation Hypothesis proposes that individuals with autism spectrum disorder (ASD) experience social interactions as less rewarding than their neurotypical (TD) peers, which may lead to reduced social initiation. Existing studies of the brain's reward system in individuals with ASD report varied findings for anticipation of and response to social rewards. Given discrepant findings, the anticipation of and response to social rewards should be further evaluated, particularly in the context of intervention outcome. We hypothesized that individual characteristics may help predict neural changes from pre- to post-intervention.Methods: Thirteen adolescents with ASD received the Program for the Education and Enrichment of Relational Skills (PEERS) intervention for 16 weeks; reward-related EEG was collected before and after intervention. Fourteen TD adolescents were tested at two timepoints but did not receive intervention. Event-related potentials were calculated to measure anticipation of (stimulus-preceding negativity; SPN) and response to (reward-related positivity; RewP) social and non-social rewards. Additionally, measures of social responsiveness, social skills, and intervention-engagement were collected. Group differences were analyzed as well as individual differences using prediction models.Result: Parent-reported social responsiveness and social skills improved in adolescents with ASD after participation in PEERS. ASD adolescents displayed marginally decreased anticipation of social rewards at post-intervention compared to pre-intervention. Regression models demonstrated that older adolescents and those with lower parent-reported social motivation prior to participation in PEERS displayed marginally increased social reward anticipation (more robust SPN) from pre- to post-intervention. Participants who displayed more parent-reported social motivation before intervention and were more actively engaged in the PEERS intervention evidenced increased social reward processing (more robust RewP) from pre- to post-intervention.Conclusion: Findings suggest that there may be differences in saliency between wanting/anticipating social rewards vs. liking/responding to social rewards in individuals with ASD. Our findings support the hypothesis that identification of individual differences may predict which adolescents are poised to benefit the most from particular interventions. As such, reported findings set the stage for the advancement of “precision medicine.” This investigation is a critical step forward in our ability to understand and predict individual response to interventions in individuals with ASD.

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Section: Discussionmentioning

confidence: 99%

Investigating Changes in Reward-Related Neural Correlates After PEERS Intervention in Adolescents With ASD: Preliminary Evidence of a “Precision Medicine” Approach

et al. 2021

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“…Despite progress to improve social skills for individuals with ASD, (DeRosier et al, 2011; Ichikawa et al, 2013; D. Kamps et al, 2015; Solomon et al, 2004; Soorya et al, 2015), relatively few well-conducted randomized clinical trials (RCTs) have shown generalized or maintained effect, especially on skills not directly taught (DiSalvo & Oswald, 2002; Hirvikoski et al, 2015; Laugeson et al, 2012; Lopata et al, 2019; Rao et al, 2008; White et al, 2013). One reason may be the focus on specific social skills rather than on targeting underlying mechanisms and the omission of treatment components that may help maintain and generalize skills to other people and contexts (Lerner et al, 2012).…”

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confidence: 99%

Peers, play, and performance to build social salience in autistic youth: A multisite randomized clinical trial.

Corbett¹,

White²,

Lerner³

et al. 2023

Journal of Consulting and Clinical Psychology

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Objective: Individuals with autism spectrum disorder (ASD) have significant impairment in social competence and reduced social salience. SENSE Theatre, a peer-mediated, theater-based intervention has demonstrated posttreatment gains in face memory and social communication. The multisite randomized clinical trial compared the Experimental (EXP; SENSE Theatre) to an Active Control Condition (ACC; Tackling Teenage Training, TTT) at pretest, posttest, and follow-up. It was hypothesized that the EXP group would demonstrate greater incidental face memory (IFM) and better social behavior (interaction with novel peers) and social functioning (social engagement in daily life) than the ACC group, and posttest IFM would mediate the treatment effect on follow-up social behavior and functioning. Method: Two hundred ninety participants were randomized to EXP (N = 144) or ACC (N = 146). Per protocol sample (≥7/10 sessions) resulted in 207 autistic children 10–16 years. Event-related potentials measured IFM. Naive examiners measured social behavior (Vocal Expressiveness, Quality of Rapport, Social Anxiety) and functioning (Social Communication). Structural equation modeling was used to assess treatment effects. Results: SENSE Theatre participants showed significantly better IFM (b = .874, p = .039) at posttest, and significant indirect effects on follow-up Vocal Expressiveness a × b = .064, with 90% CI [.014, .118] and Quality of Rapport a × b = .032, with 90% CI [.002, .087] through posttest IFM. Conclusions: SENSE Theatre increases social salience as reflected by IFM, which in turn affected Vocal Expressiveness and Quality of Rapport. Results indicate that a neural mechanism supporting social cognition and driven by social salience is engaged by the treatment and has a generalized, indirect effect on clinically meaningful functional outcomes related to core symptoms of autism.

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Adolescent Social Skills Intervention: Theory, Design, and Implementation

E.¹

2021

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Systematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD

Cited by 3 publications

References 43 publications

Investigating Changes in Reward-Related Neural Correlates After PEERS Intervention in Adolescents With ASD: Preliminary Evidence of a “Precision Medicine” Approach

Investigating Changes in Reward-Related Neural Correlates After PEERS Intervention in Adolescents With ASD: Preliminary Evidence of a “Precision Medicine” Approach

Peers, play, and performance to build social salience in autistic youth: A multisite randomized clinical trial.

Adolescent Social Skills Intervention: Theory, Design, and Implementation

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