Abstract
The objective of this study was to evaluate the effectiveness of simultaneous training for children with autism spectrum disorder (ASD) and their parents, with a focus on social skills enhancement (STSSE) by evaluating behavioral changes in children with ASD and changes in family functioning. STSSE was conducted on 17 children of elementary school age with ASD and their parents. Changes in scores on the social skills scale for education (SS-scale), the child behavior checklist, the Feetham Family Functioning Survey (FFFS), and the confidence degree questionnaire for families (CDQ) were used to assess the effectiveness of STSSE. Improvements were seen for “Communication Skills” on the children’s SS-scale (p = 0.029). Significant improvements were seen in the mothers’ FFFS scores for “The 4th factor: illness and worries” (p = 0.016) and in the median CDQ scores for one of 18 items after STSSE (p = 0.01). Although additional studies with larger sample sizes will be necessary before these findings are generalizable, the positive changes seen in both parents and children as a result of STSSE are promising.
Highlights
According to the American Psychiatric Association (2013) [1], autism spectrum disorder (ASD)is characterized by deficits in social communication and the presence of restricted, repetitive, and stereotyped interests and behaviors
We recently reported that parent training (PT) with smaller groups and shorter schedules (PTSS) could be useful for reducing problematic behaviors in children with ASD and attention deficit hyperactivity disorder (ADHD) and for increasing the confidence of mothers providing care [8]
Explanatory leaflets regarding STSSE were distributed to the families of children with ASD at the outpatient clinic of Osaka University Hospital; 17 children and their mothers were subject to the study
Summary
According to the American Psychiatric Association (2013) [1], autism spectrum disorder (ASD). Is characterized by deficits in social communication and the presence of restricted, repetitive, and stereotyped interests and behaviors. Deficiencies in social skills can impede a child’s ability to establish and maintain satisfying peer relationships, which in turn is associated with low self-esteem [2]. Children with ASD display markedly different clinical presentations with regard to social and communication impairments [3], and those with more impaired social skills tend to be associated with a high prevalence of school maladjustment, dropout, and adolescent health problems, such as social attributions and depression [4,5]. The families of children with ASD with such social impairments are often perplexed about their child's characteristics. One of the most effective PT programs was developed more than 20 years ago at the University of California, Los Angeles (UCLA)
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