A Systematic Review of Group Social Skills Interventions, and Meta-analysis of Outcomes, for Children with High Functioning ASD

J Wolstencroft,D Skuse,L Robinson,R Srinivasan,W Mandy,E Kerry

doi:10.1007/s10803-018-3485-1

Abstract

Group social skills interventions (GSSIs) are a commonly offered treatment for children with high functioning ASD. We critically evaluated GSSI randomised controlled trials for those aged 6–25 years. Our meta-analysis of outcomes emphasised internal validity, thus was restricted to trials that used the parent-report social responsiveness scale (SRS) or the social skills rating system (SSRS). Large positive effect sizes were found for the SRS total score, plus the social communication and restricted interests and repetitive behaviours subscales. The SSRS social skills subscale improved with moderate effect size. Moderator analysis of the SRS showed that GSSIs that include parent-groups, and are of greater duration or intensity, obtained larger effect sizes. We recommend future trials distinguish gains in children’s social knowledge from social performance.

Highlights

The social difficulties in autism spectrum disorders (ASD) are characterized by deficits in social cognition, interaction and communication (American Psychiatric Association 2013)
We found that Group social skills interventions (GSSIs) that included parent groups were more effective, associated with a large
A recent increase in methodological rigour in GSSI randomised control trials (RCT), and the use of common instruments to assess outcomes, has presented an opportunity to examine the effectiveness of social-skills interventions in a multi-dimensional context

Summary

Introduction

The social difficulties in autism spectrum disorders (ASD) are characterized by deficits in social cognition, interaction and communication (American Psychiatric Association 2013). These deficits are often referred to collectively as social skills difficulties. Group social skills interventions (GSSIs) are often recommended for children with high functioning ASD. As their name indicates they aim to improve social skills, suggesting that well-designed programmes aim to improve both social performance and social knowledge. Their use has increased substantially in the last 15 years (Volkmar et al 2004; Reichow and Volkmar 2010; Reichow et al 2012; Kasari et al 2012; Matson et al 2007)

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Discussion

Conclusion