Social Skills Groups and Autism
Ranking:
Social skills groups are designed to provide an opportunity for autistic people to practice and improve their social skills in a safe, supportive and structured environment.
Social skills groups meet on a regular basis and are usually facilitated by a professional.
Some groups consist only of autistic people although some may also include non-autistic people who are there to demonstrate appropriate social skills.
A social skills group session typically includes a structured lesson on a specific skill, demonstration of the skill, role playing with rehearsal/practice of the skill, discussion, and individualised performance feedback.
Social skills groups differ from social groups in that they are more focussed on the attainment of skills and are therefore likely to be more structured.
Our Opinion
There is a considerable amount of strong positive evidence to suggest that social skills groups may help some autistic children and young people practice and improve a range of social skills. There is much less evidence for any benefit for autistic.
Social skills groups are most likely to benefit autistic children and young people with average or above average IQ and with existing language skills. They may also be most appropriate for children and young people who actively wish to socialise and whose anxiety levels and behaviour are manageable in situations that involve several people at once.
However care should be taken to teach practical skills that children and young people actually want rather than abstract social refinements that other people think autistic people should have. Autistic children and young people should be taught multiple skills in situations that reflect real experiences and real settings as this is likely to be of more value to them than being taught isolated skills out of context.
There is a need for more research involving larger, controlled studies of social skills training groups. These should seek to differentiate more clearly between the different types of social skills groups and the different elements within each programme, should investigate socially relevant and useful skills in realistic settings, and should include adults as well as children and young people.
Disclaimer
Please read our Disclaimer on Autism Interventions
Audience
Social skills groups are designed to help autistic people who have poor social skills, such as conversational skills, play skills, friendship skills, understanding emotions and dealing with conflict.
According to Rutten (2007)
"Groups are most likely to benefit individuals at the higher end of the autistic spectrum, those who actively wish to socialise and individuals whose anxiety levels and behaviour are manageable in situations that involve several people at once."
Social skills groups exist for pre-school children, 5-7, 8-10, and 10-13 year old children. There are also groups for adolescents and adults.
Aims and Claims
Aims
The primary goal is to improve communication and social interaction skills of autistic people through a range of activities and interactions with other people.
According to Rutten (2007) "For young children social skills training is likely to revolve around turn-taking and sharing, whilst for older children friendship skills and keeping safe are important. Adolescents and adults may want to concentrate on transition into adult life, and the life skills necessary for participating in society."
According to Reichow et al (2012) "The exact mechanism through which social skills groups change behavior is not known, but is theoretically based on learning theory. Social skills groups for people with ASD are thought to affect an individual’s social functioning by providing instruction on specific social skills in a group format that allows for immediate rehearsal and practice of the learned skills. The social skill group format also allows for immediate reinforcement for using the targeted skill (in an unstructured setting, the reinforcement for using a social skill might be social reinforcement, which may or may not be a reinforcer for an individual with autism). Providing immediate reinforcement for displaying the desired (targeted) social skill should increase the likelihood of the skill being used again, thereby providing the individual with additional repetitions and practice."
Claims
There have been various claims made for social skills groups including that social skills groups or peer groups will help improve social, communication and other skills of autistic people.
For example Barry et al (2003) reported that social skills groups were effective in improving greeting and play skills; Chung et al (2007) reported that social skills groups were effective in improving social communication skills; and Yoo et al (2014) reported"‘significant improvement in social skills knowledge, interpersonal skills, and play/leisure skills, as well as a decrease in depressive symptoms and ASD symptoms."
Key Features
Social skills groups are designed to provide an opportunity for autistic people to practice and improve their social skills in a safe, supportive environment.
Most groups consist of between 2 -10 members with similar characteristics e.g. age or ability. Some groups include people with and without autism, although some groups consist only of autistic people. The groups may be held in the classroom, canteen, playground or other community facility.
Most groups are facilitated by professionals, who are there to help the individuals in the group meet agreed objectives. According to Rutten (2007) those objectives may include
- Effective Communication
- Problem Solving
- Boundaries
- Conflict Resolution
- Dealing with Emotions
- Peer Interactions
Members of the group undertake a range of activities to achieve those objectives, including group activities, role play, team discussions, and unstructured play. In some cases, interactions between group members are video-taped so that they can be discussed afterwards.
Group members who are not autistic usually receive some form of training in how to communicate with autistic individuals. Parents of children in a social skills group may receive training and or support at the same time as the group meets.
Cost and Time
Cost
The costs of participating in a social skills group vary from one group to another and will depend on which organisation is running the group, whether the group is provided as part of a wider care package etc.
At private residential centres social skills groups may be offered as part of a wider programme of support.
Time
The length and frequency of the intervention depends to a large extent on the individual group and who is running it. For example, some groups meet once a week for 1 or 2 hours and may do so for 3 to 6 months. Other groups may meet for 30-60 minutes every day for several weeks.
Most social skills groups are supervised by one or more professionals, although parents will need to support the process once the child is at home.
The professionals running the sessions may meet regularly with the parents to discuss experiences and to provide details of the programme.
Risks and Safety
Hazards
There are no known potential hazards with social skills groups for autistic people.
However, some autistic people may feel uncomfortable being told that their existing social skills are poor. Social skills groups may only appear to teach them ‘better’ social skills. In fact, they may be hiding what they actually feel, which could be stressful and exhausting. Poor practice, which is not respectful and which does not resonate with autistic people, could be detrimental to their mental health.
Contraindications
There are no known contraindications (something which makes a particular treatment or procedure potentially inadvisable) for autistic people.
Suppliers and Availability
Suppliers
Social skills groups are run in a number of countries in Europe and North America.
In the UK, a school’s Special Educational Needs Co-ordinator (SENCO) in conjunction with the child’s teacher, a range of other professionals and parents will draw up an Education, Health and Care (EHC) plan. The EHC plan will identify a number of areas of support, possibly including referral to a social skills group. For children under 5, the health authority or social services may refer the child.
Credentials
There are no formal qualifications for the facilitators of social skills groups. Most facilitators are qualified in related activities e.g. teachers, psychologists, social workers, youth workers, occupational therapists.
History
Social skills groups cover a range of techniques and interventions and therefore no specific information has been found about how, where and by whom they were developed.
Current Research
We have identified more than 50 studies of social skills groups for autistic people published in English in peer-reviewed journals. These studies included a total of more than 1,500 participants, aged between three years old and adult.
The majority of the groups studied consisted of primary school children (5-11 years old) or secondary school children (11-18 years old). Most of the participants were described as ‘high functioning’, that is, with average or above average IQ and with existing language skills.
- The great majority of the studies reported positive results across a wide range of social skills. For example, Laugeson et al (2012) reported improvements in social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility.
- Many of these studies also reported improvements in other areas. For example, Gantman et al (2012) reported increased frequency of get-togethers with friends and a decrease in feelings of loneliness.
- Some of the studies reported positive results in a more limited number of social skills. For example, Whyte et al (2013) reported that a social skills group designed to improve the participants’ understanding of idioms did exactly that but no more.
- Some studies reported positive results for parents and carers. For example, Solomon et al (2004) reported ‘Mothers’ depression scores tended to decrease and there were significant reductions in child problem behaviors reported’
- Some of the studies reported positive results in the clinic that did not necessarily carry over into the community. For example Barry et al (2003) reported ‘Results indicate that a social skills group implemented in an outpatient clinic setting was effective in improving greeting and play skills, with less clear improvements noted in conversation skills... However, parent report data of greeting, conversation, and play skills outside of the clinic setting indicated significant improvements in only greeting skills.’
- A few studies reported mixed or negative results. For example, Lopata et al (2006) reported ‘Results of the study indicated significant improvement in social skills for the overall program based on parent and staff reports. In addition, parents reported a significant improvement in adaptability and reduction in unusual behavior for their children. In contrast, staff reports reflected no significant change in adaptability and an increase in unusual behaviors.’
Status Research
According to Reichow et al (2012):
‘There is some evidence that social skills groups can improve social competence for some children and adolescents with ASD. More research is needed to draw more robust conclusions, especially with respect to improvements in quality of life.’
There are methodological weaknesses in most of the of the research studies identified to date. For example
- There are a wide number of activities and techniques under the heading ‘Social Skills Groups’ or ‘Peer-led Social Skills Training’ and therefore it is difficult to effectively compare studies.
- There are apparent differences in outcomes when the intervention is carried out in a structured group environment and when the autistic person is at home. This requires further research.
- There are differences in the conclusions about the efficacy of social skills groups in various studies. A review by Bellini (2007) highlights that the intervention has limited positive outcomes.
- Many of the studies are based on the study of a limited number of individuals in a social skills group.
For a comprehensive list of potential flaws in research studies, please see ‘Why some autism research studies are flawed’
Ongoing Research
Adolescent Social Skills Training Program (ASST)
Penn State University is currently running a social skills group study.
Clinical Trials Gov Ref: NCT01031823. For more details, please see Adolescent Social Skills Training Program
Future Research
Summary of Existing Research
There is a considerable amount of strong positive evidence to suggest that social skills groups may help some autistic children and young people practice and improve a range of social skills. There is much less evidence for any benefit for autistic adults.
Social skills groups are most likely to benefit autistic children and young people with average or above average IQ and with existing language skills. They may also be most appropriate for children and young people who actively wish to socialise and whose anxiety levels and behaviour are manageable in situations that involve several people at once.
There is a lack of studies which
- investigate socials skills groups for autistic adults
- investigate if autistic people consider the skills taught in social skills groups to be relevant or useful to them
- investigate if the skills taught in social skills programmes programme are transferable to real world settings, such as the workplace, and if they last once the social skills group ends
- investigate if specific elements of social skills groups (such as the group setting or the individual teaching techniques) are more effective than others or whether it is the whole package which is more effective
- Investigate social skills groups against other interventions which are designed to teach social skills.
Recommendations for Future Research
We agree with Cappadocia and Weiss (2011) who recommended:
"Future studies of SSTGs should investigate which target skills and teaching techniques have the largest impact on social skills development among these children and youth. It is also important to understand which teaching techniques are effective within each age group, as developmental level must be considered. In studies that have heterogeneous samples, such as the inclusion of multiple diagnostic groups, large age ranges, and/or both genders, the different subgroups should be contrasted or controlled to assess for significant differences across outcome measures. Researchers may also want to focus on studying the generalization of skills from the intervention context (either group or one-on-one interactions with peers) to other environments such as home, school, and the community in greater detail. Perhaps most important, studies should examine maintenance of change after the intervention is completed, as the building of social skills will only truly be effective if it is also lasting."
We also think that there is a need for more research involving larger, controlled studies of social skills training groups. These should seek to differentiate more clearly between the different types of social skills groups and the different elements within each programme, should investigate socially relevant and useful skills in realistic settings, and should include adults as well as children and young people. They should also investigate if autistic people consider the skills taught in social skills groups to be relevant or useful to them.
Studies and Trials
This section provides details of scientific studies into the effectiveness of social skills groups for autistic people which have been published in English-language, peer-reviewed journals.
If you know of any other publications we should list on this page please email info@informationautism.org
Please note that we are unable to supply publications unless we are listed as the publisher. However, if you are a UK resident you may be able to obtain them from your local public library, your college library or direct from the publisher.
Related Studies and Trials
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Antshel K.
et al.
(2011)
Comorbid ADHD and anxiety affect social skills group intervention treatment efficacy in children with autism spectrum disorders.
Journal of Developmental and Behavioral Pediatrics.
32(6),
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Baghdadli A.
et al.
(2013)
Social skills improvement in children with high-functioning autism: a pilot randomized controlled trial.
European Child and Adolescent Psychiatry.
22(7),
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(New Window)
-
Barnhill G. P.
et al.
(2002)
The effectiveness of social skills intervention targeting nonverbal communication for adolescents with asperger syndrome and related pervasive developmental delays.
Focus on Autism and Other Developmental Disabilities.
17(2),
Read Abstract
(New Window)
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Beaumont R., Sofronoff K. (2008)
A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program.
Journal of Child Psychology and Psychiatry.
49(7),
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Beaumont R., Rotolone C., Sofronoff K. (2015)
The secret agent society social skills program for children with high-functioning autism spectrum disorders: a comparison of two school variants.
Psychology in the Schools.
52(4),
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Brookman L.
et al.
(2003)
Facilitating social interactions in a community summer camp setting for children with autism.
Journal of Positive Behavior Interventions.
5(4),
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Bruin E. d., Verheij F. (2012)
Social skills training in children with PDD-NOS: an exploratory study.
International Journal of Psychiatry in Clinical Practice.
16(1),
Read Abstract
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Chang Y.
et al.
(2014)
Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills.
Autism.
18(4),
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Chung K.
et al.
(2007)
Peer-mediated social skills training program for young children with high-functioning autism.
Research in Developmental Disabilities.
28(4),
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Cotugno A. J. (2009)
Social competence and social skills training and intervention for children with autism spectrum disorders.
Journal of Autism and Developmental Disorders.
39(9),
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Deckers A.
et al.
(2016)
A group-administered social skills training for 8- to 12- year-old, high-functioning children with autism spectrum disorders: an evaluation of its effectiveness in a naturalistic outpatient treatment setting.
Journal of Autism and Developmental Disorders.
46(11),
Read Abstract
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Derosier M. E.
et al.
(2011)
The efficacy of a social skills group intervention for improving social behaviors in children with high functioning autism spectrum disorders.
Journal of Autism and Developmental Disorders.
41(8),
Read Abstract
(New Window)
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Dotson W. H.
et al.
(2010)
Group teaching of conversational skills to adolescents on the autism spectrum,
Research in Autism Spectrum Disorders.
4(2),
Read Abstract
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Frankel F.
et al.
(2010)
A randomized controlled study of parent-assisted children's friendship training with children having autism spectrum disorders.
Journal of Autism and Developmental Disorders.
40(7),
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Gantman A.
et al.
(2012)
Social skills training for young adults with high-functioning autism spectrum disorders: a randomized controlled pilot study.
Journal of Autism and Developmental Disorders.
42(6),
Read Abstract
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Van Hecke A. V.
et al.
(2015)
Measuring the plasticity of social approach: a randomized controlled trial of the effects of the peers intervention on EEG asymmetry in adolescents with autism spectrum disorders.
Journal of Autism and Developmental Disorders.
45(2),
Read Abstract
(New Window)
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Hillier A.
et al.
(2007)
Outcomes of a social and vocational skills support group for adolescents and young adults on the autism spectrum.
Focus on Autism and Other Developmental Disabilities.
22(2),
Read Abstract
(New Window)
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Howlin P., Yates P. (1999)
Information update: the potential effectiveness of social skills groups for adults with autism.
Autism.
3(3),
Read Extract
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Kasari C. L.
et al.
(2016)
Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition.
Journal of Child Psychology and Psychiatry.
57(2),
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Koenig K.
et al.
(2010)
Promoting social skill development in children with pervasive developmental disorders: A feasibility and efficacy study.
Journal of Autism and Developmental Disorders.
40(10),
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Koning C.
et al.
(2013)
Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders.
Research in Autism Spectrum Disorders.
7(10),
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Kroeger K. A., Schultz J. R., Newsom C. (2007)
A comparison of two group-delivered social skills programs for young children with autism.
Journal of Autism and Developmental Disorders.
37(5),
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LaGasse A. B. (2014)
Effects of a music therapy group intervention on enhancing social skills in children with autism.
Journal of Music Therapy.
51(3),
Read Abstract
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Laugeson E. A.
et al.
(2009)
Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders.
Journal of Autism and Developmental Disorders.
39(4),
Read Abstract
(New Window)
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Laugeson E. A.
et al.
(2012)
Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS Program.
Journal of Autism and Developmental Disorders.
42(6),
Read Abstract
(New Window)
-
Laugeson E. A.
et al.
(2014)
The ABC's of teaching social skills to adolescents with autism spectrum disorder in the classroom: The UCLA PEERS Program.
Journal of Autism and Developmental Disorders.
44(9),
Read Abstract
(New Window)
-
Laugeson E. A.
et al.
(2015)
A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS Program.
Journal of Autism and Developmental Disorders.
45(12),
Read Abstract
(New Window)
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Leaf J. B.
et al.
(2012)
A programmatic description of a social skills group for young children with autism.
Topics in Early Childhood Special Education.
32
Read Abstract
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Leaf J. B.
et al.
An evaluation of a behaviorally based social skills group for individuals diagnosed with autism spectrum disorder.
Journal of Autism and Developmental Disorders.
Read Abstract
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Lerner M. D., Mikami A. Y. (2012)
A preliminary randomized controlled trial of two social skills interventions for youth with high-functioning autism spectrum disorders.
Focus on Autism and Other Developmental Disabilities.
27(3),
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Lim S. M., Kattapuram A., Lian W. B. (2007)
Evaluation of a pilot clinic-based social skills group.
British Journal of Occupational Therapy.
70(1),
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Lopata C.
et al.
(2008)
Effectiveness of a manualized summer social treatment program for high-functioning children with autism spectrum disorders.
Journal of Autism and Developmental Disorders.
38(5),
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Lopata C.
et al.
(2006)
Effectiveness of a cognitive-behavioral treatment on the social behaviors of children with Asperger disorder.
Focus on Autism and Other Developmental Disabilities.
21(4),
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Lopata C.
et al.
(2013)
Open-trial pilot study of a comprehensive school-based intervention for high-functioning autism spectrum disorders.
Remedial and Special Education.
34(5),
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Lopata C.
et al.
(2010)
RCT of a manualized social treatment for high-functioning autism spectrum disorders.
Journal of Autism and Developmental Disorders.
40(11),
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Lopata C.
et al.
(2015)
Community trial of a comprehensive psychosocial treatment for HFASDs.
Focus on Autism and Other Developmental Disabilities.
30(2),
Read Abstract
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Lopata C.
et al.
(2015)
RCT examining the effect of treatment intensity for a psychosocial treatment for high-functioning children with ASD.
Research in Autism Spectrum Disorders.
17
Read Abstract
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Lopata C.
et al.
(2017)
Open-trial pilot study of a comprehensive outpatient psychosocial treatment for children with high-functioning autism spectrum disorder.
Autism.
21(1),
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Lordo D. N.
et al.
Parents perceive improvements in socio-emotional functioning in adolescents with ASD following social skills treatment.
Journal of Autism and Developmental Disorders.
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MacKay T., Knott F., Dunlop A. (2007)
Developing social interaction and understanding in individuals with autism spectrum disorder: A groupwork intervention.
Journal of Intellectual and Developmental Disability.
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Mandelberg J.
et al.
(2014)
Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders.
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McMahon C. M., Vismara L. A., Solomon M. (2013)
Measuring changes in social behavior during a social skills intervention for higher-functioning children and adolescents with autism spectrum disorder.
Journal of Autism and Developmental Disorders.
43(8),
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Mitchell E. S.
et al.
(2015)
Summer treatment program improves behavior of children with high-functioning autism spectrum disorder.
Journal of Autism and Developmental Disorders.
45(8),
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Okuno H.
et al.
(2016)
Simultaneous training for children with autism spectrum disorder and their parents with a focus on social skills enhancement.
International Journal of Environmental Research and Public Health.
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Olsson N. C.
et al.
(2016)
Social skills group training in high-functioning autism: A qualitative responder study.
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Ozonoff S., Miller J. (1995)
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Journal of Autism and Developmental Disorders.
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Ratcliff B.
et al.
(2014)
Teaching social-emotional skills to school-aged children with autism spectrum disorder: A treatment versus control trial in 41 mainstream schools.
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Ruble L., Willis H., Crabtree V. M. (2008)
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Schmidt C. T.
et al.
(2011)
An initial investigation of the generalization of a school-based social competence intervention for youth with high-functioning autism
Autism Research and Treatment.
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Schohl K. A.
et al.
(2014)
A replication and extension of the PEERS Intervention: Examining effects on social skills and social anxiety in adolescents with autism spectrum disorders.
Journal of Autism and Developmental Disorders.
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Solomon M., Goodlin-Jones B. L., Anders T. F. (2004)
A social adjustment enhancement intervention for high functioning autism, Asperger's syndrome, and pervasive developmental disorder NOS.
Journal of Autism and Developmental Disorders.
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Soorya L.
et al.
(2015)
Randomized comparative trial of a social cognitive skills group for children with autism spectrum disorder.
Journal of the American Academy of Child and Adolescent Psychiatry.
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Strulovitch J., Tagalakis V. (2003)
Social skills groups for adolescents with Asperger syndrome.
Perspectives on Language Learning and Education.
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Sung M.
et al.
(2011)
Effects of cognitive-behavioral therapy on anxiety in children with autism spectrum disorders: A randomized controlled trial.
Child Psychiatry and Human Development.
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Tse J.
et al.
(2007)
Social skills training for adolescents with Asperger syndrome and high-functioning autism.
Journal of Autism and Developmental Disorders.
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Turner-Brown L. M.
et al.
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Brief report: Feasibility of social cognition and interaction training for adults with high functioning autism.
Journal of Autism and Developmental Disorders.
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Waugh C., Peskin J. (2015)
Improving the social skills of children with HFASD: An intervention study.
Journal of Autism and Developmental Disorders.
45(9),
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Weiss J. A.
et al.
(2013)
Direct and indirect psychosocial outcomes for children with autism spectrum disorder and their parents following a parent-involved social skills group intervention.
Journal of Canadian Academic Child Adolescent Psychiatry.
22(4),
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Read Full
(New Window)
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White S. W., Koenig K., Scahill L. (2010)
Group social skills instruction for adolescents with high-functioning autism spectrum disorders.
Focus on Autism and Other Developmental Disabilities.
25(4),
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Whyte E. M., Nelson K. E., Khan K. S. (2013)
Learning of idiomatic language expressions in a group intervention for children with autism.
Autism.
17(4),
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Williams T. I. (1989)
A social skills group for autistic children.
Journal of Autism and Developmental Disorders.
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Yoo H.
et al.
(2014)
A randomized controlled trial of the Korean version of the PEERS Parent-Assisted Social Skills Training Program for teens with ASD.
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Other Reading
This section provides details of other publications on this topic.
You can find more publications on this topic in our publications database.
If you know of any other publications we should list on this page please email info@informationautism.org
Please note that we are unable to supply publications unless we are listed as the publisher. However, if you are a UK resident you may be able to obtain them from your local public library, your college library or direct from the publisher.
Related Other Reading
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Bellini S.
et al.
(2007)
A meta-analysis of school-based social skills interventions for children with autism spectrum disorders.
Journal of Remedial and Special Education.
28(3),
Read Abstract
(New Window)
-
Cappadocia M. C., Weiss J. A. (2011)
Review of social skills training groups for youth with Asperger syndrome and high functioning autism.
Research in Autism Spectrum Disorders.
5(1),
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(New Window)
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Frankel F., Whitham C. (2011)
Parent-assisted group treatment for friendship problems of children with autism spectrum disorders.
Brain Research.
22(1380),
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Frankel F., Myatt R. (2003)
Children’s Friendship Training.
New York:
Brunner-Routledge
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Gates J. A., Kang E., Lerner M. D. (2017)
Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis.
Clinical Psychology Review.
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Goldstein A., McGinnis E. (2000)
Skill streaming the adolescent: New strategies and perspectives for teaching prosocial skills.
Champaign, IL:
Research Press
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Jonsson U., Olsson N. C., Bölte S. (2016)
Can findings from randomized controlled trials of social skills training in autism spectrum disorder be generalized? The neglected dimension of external validity.
Autism.
20(3),
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Kaat A. J., Lecavalier L. (2014)
Group-based social skills treatment: A methodological review.
Research in Autism Spectrum Disorders.
8(1),
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Laugeson E. A., Frankel F. (2010)
Social skills for teenagers with developmental and autism spectrum disorders: The PEERS Treatment Manual.
New York:
Routledge
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Painter K. (2006)
Social skills groups for children and adolescents with Asperger's syndrome: A step by step program.
London:
Jessica Kingsley Publishers
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Reichow B., Steiner A. M., Volkmar F. R. (2012)
Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD).
Cochrane Database of Systematic Reviews.
Read Abstract
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Read Full
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Rutten A. (2007)
Social groups and social skills groups. IN National Autistic Society. Approaches to autism: an easy to use guide to many and varied approaches to autism.
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Spain D., Blainey S. H. (2015)
Group social skills interventions for adults with high-functioning autism spectrum.
Autism.
19(7),
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Additional Information
Social skills groups are sometimes used alongside other interventions - such as music therapy, art therapy and drama therapy to help improve social skills in autistic people.
- Updated
- 17 Jun 2022
- Last Review
- 01 Feb 2016
- Next Review
- 01 Sep 2022