An Exploration of the Performance and Generalization Outcomes of a Social Skills Intervention for Adults with Autism and Intellectual Disabilities

Abstract

Deficits in social communication skills present significant challenges for individuals with autism spectrum disorder (ASD), yet few evidence-based social skills interventions exist for adults with ASD and intellectual disabilities. The current study investigated the efficacy of a social skills intervention, which comprised of the Walker Social Skills Curriculum: The ACCESS program (Adolescent Curriculum for Communication and Effective Social Skills), video modeling, and the addition of generalization programming, to target social skills for community inclusion. A multiple-probe single-case experimental design and pre/post outcome measures were used to evaluate the effects of the social skills intervention on improving social communication skills in six adults with ASD and intellectual disabilities. Participants received 20 intervention sessions, each session delivered for 1.5 h, twice per week. Generalization of target skills was programmed through the inclusion of, (a) training in the natural setting, (b) introducing natural maintaining contingencies, (c) multiple exemplar training, and (d) incorporating social situations and common stimuli from the natural setting in the training sessions. All participants demonstrated increases in social communication skills with skills generalizing to natural environments. In addition, significant improvements in overall social skills as measured by the SSiS, SRS-2, and the ACCESS Placement Test were shown following the social skills intervention. The generalization of newly acquired skills varied across participants highlighting that other variables may impact on treatment effects. Therefore, consideration of and support for social skills interventions that program and assess for the generalization of treatment effects are needed. Implications for practice and future research are discussed.