A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders

Abstract

BackgroundRelatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. MethodsA single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children’s social competence, children’s adaptive behaviors, and caregivers’ parental stress. ResultsA total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size η2 = 0.26–0.41). Additionally, caregivers’ parental stress decreased in the SCGI group but not in the control group (p < .05, effect size η2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06–.94). ConclusionsThe SCGI was effective in improving children’s social competence and reducing caregivers’ parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD.