Social Skills Training Research Articles

Empowering Social Growth Through Virtual Reality–Based Intervention for Children With Attention-Deficit/Hyperactivity Disorder: 3-Arm Randomized Controlled Trial

Background Attention-deficit/hyperactivity disorder (ADHD) usually begins in childhood and is often accompanied by impairments in social functioning. Virtual reality (VR) has emerged as an adjunctive tool to embed in social skills training to enhance the social skills of children with ADHD, but its effectiveness requires further investigation. Objective This study aims to enhance the social skills of children with ADHD by examining the feasibility and effectiveness of VR-based training in comparison to traditional social skills training. Methods A 3-arm randomized controlled trial was conducted with 90 children with ADHD aged 6-12 years. Participants were randomly assigned to 3 weeks of 12-session VR-based social skills training, traditional social skills training, or a waitlist control group of equivalent duration. Outcome measures included assessments by a clinical psychologist who was blinded to group assignments, the Social Skills Improvement System Rating Scale, the Behavior Rating Inventory of Executive Function, and the Simulator Sickness Questionnaire, conducted at baseline and after the intervention. Results The preliminary results support the feasibility and acceptability of VR training for children with ADHD aged 6-12 years. Analysis showed that the VR and traditional social skills training groups experienced a statistically significant improvement in the clinical psychologist assessment of social skills and parent-rated self-control, initiative, and emotional control after the intervention compared with baseline. The VR group performed significantly better than the traditional social skills group on social skills assessed by clinical psychologists (F2,85=76.77; P<.001) and on parent-rated self-control (F2,85=18.77; P<.001), initiative (F2,85=11.93; P<.001), and emotional control (F2,85=17.27; P<.001). No significant between-group differences were found for parent-rated cooperation and inhibition (all P>.05). Conclusions The findings provide preliminary evidence supporting the feasibility and superior effectiveness of VR-based social skills training compared to traditional approaches for enhancing social skills and related executive functions in children with ADHD. These results suggest that VR may be a valuable tool to embed within social skills interventions for this population. Further research is warranted to explore the long-term impacts and generalizability of these benefits. Trial Registration ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526 International Registered Report Identifier (IRRID) RR2-10.2196/48208

The Mediating Role of Social Interactions and Early Psychopathological Symptoms in the Relationship Between Empathy and Prosociality in Young Children with ASD and Neurotypical Peers.

This study examined the relationship between empathy, prosocial behaviour, social interactions and early psychopathological symptoms (internalising and externalising behaviours) in children with autism spectrum disorder (ASD) and typically developing (TD) children. A total of 506 parents of children aged 18-48 months participated in this study. The parents of 92 children with ASD and 414 neurotypical children completed the Empathy Questionnaire, the Child Prosocial Behaviour Questionnaire, and the Emotional and Social Development Questionnaire. The results confirmed the direct relationship between empathy and prosocial behaviour in both groups. However, the findings showed a different pattern of the indirect relationship between empathy and prosociality through the social dimensions in the children with ASD compared to their typically developing peers. In the children with ASD, there was only one significant indirect path from empathy to prosocial behaviour - through internalising behaviours (anxiety). Anxiety also played a moderating role in this relationship. The higher the anxiety, the stronger the relationship between empathy and prosociality. In the neurotypical group, social interactions were a significant mediator, strengthening the relationship between empathy and prosocial behaviour. Externalising behaviours weakened this relationship. Intergroup and gender differences were also examined. These findings may have practical implications for social skills training programmes based on behavioural interventions by highlighting the importance of prosocial behaviour for social interaction and protection against psychopathological problems in children with autism and typically developing children.

Effect of Social Skill Training on Social Function in Patients with Schizophrenia

Objective: To explore the effect of Social Skills Training (SST) on the social function of inpatients with schizophrenia. Methods: A total of 40 patients with schizophrenia (20 in the intervention group and 20 in the control group) were selected from a psychiatric hospital in Shanghai for 10 times (once a week) of social skills training. The control group was treated with routine hospitalization (drug therapy and routine hospitalization nursing) for 10 weeks. Social Disability Screening Schedule before and after intervention for patients enrolled in the intervention group (Social Disability Screening Schedule, SDSS and Scale of Social Function in Psychosis Inpatients, SSPI). Conclusion: The results of social skills training on SDSS and SSPI were different between the two groups, and there was no statistical value (P > 0.05). Observation of patients in this group, when undergoing social skills training, SSPI score was significantly better than the control group (P < 0.01) and SDSS score was significantly lower than the control group (P < 0.01), the differences were statistically significant. Social skills training and social work group intervention can improve psychiatric symptoms and further enhance social function in hospitalized patients with schizophrenia.

Effectiveness of Social Skills Training on Quality of Life and Functional Performance in Patients with Schizophrenia

The study aims to determine the effectiveness of social skills coaching on quality of life and functional performance in patients with schizophrenia. Methods: A quasi-experimental study design was chosen and sixty participants (N=60) aged 18 to 55 years were recruited using a convenience sampling approach. The participants were divided into two groups viz. experimental (n = 30) and control (n = 30). Participants in the experimental group received social skills coaching for eight weeks, while participants in the control group received traditional occupational therapy interventions. Two outcome measures, consisting of the Canadian Activity Performance Index (COPM) and a 36-item short survey (SF-36), were used to measure quality of life and functional performance. Results: There was a statistically significant difference between the pre- and post-test scores of the COPM and SF-36 survey in both the experimental and control groups. In addition, the quality of life and functional performance of the patients in the experimental group improved significantly compared to those in the control group. Conclusion: In schizophrenia patients, a social skills training intervention was more successful in improving quality of life and functional performance. Through social skills training exercises, participants' engagement increased, they showed more enthusiasm in completing their everyday tasks, and their role identity and integration into the community also improved.

A Study on the Development of a Specialized Curriculum for Inclusion Classes for Children with Autism in Elementary Schools

The educational challenges faced by children with autism in primary school have garnered increasing attention. With the implementation of inclusive education, integrating these children into regular classrooms has become a reality, albeit a profoundly challenging one. The focus of research lies in developing specialized curricula tailored to the unique characteristics of autistic children, aiming to optimize their adaptation and development within general educational settings. This paper examines the limitations of existing educational curricula, explores the foundational theories regarding the cognitive and behavioral traits of autistic children, and integrates various educational theories such as Multiple Intelligences Theory, Social Constructivism, and Applied Behavior Analysis (ABA), to propose effective strategies for curriculum design. Through the implementation of individualized education plans, multisensory teaching methods, social skills training, and the creation of structured environments, this approach seeks to enhance the learning outcomes and social participation of autistic children while maintaining overall educational quality. The research findings indicate that appropriate interventions and support can significantly improve the educational experience of autistic children, providing theoretical backing and practical examples for educational practice.

Artificial Intelligence to support Children with Autism

Children with autism spectrum disorder (ASD) face challenges in communication, social interaction, and behavioral flexibility, which can affect their development and everyday functioning. Artificial intelligence (AI) offers innovative tools to support children with autism by providing personalized and adaptive interventions. AI-powered systems, such as robots, virtual assistants, and machine learning models, can be used to enhance social skills training, improve communication, and manage sensory sensitivities. These technologies can monitor progress, adjust strategies, and provide real-time feedback, enabling more effective, individualized care. This paper explores the potential of AI in autism support, focusing on AI applications for social skill enhancement, early detection, and therapeutic intervention, while also addressing the ethical considerations and challenges involved in integrating AI into autism care.

Efficacy of Cognitive-Behavioral Therapy in Optimizing Counseling Outcomes for Fast Remission of Social Anxiety with Panic Attacks

Aims: The case study evaluates the efficacy of Cognitive Behavioral Therapy in optimizing counseling outcomes for social anxiety and panic attacks within an academic setting. Counseling sessions were conducted with a 23-year-old female client over a four-month period at T.S Government College.<br /> Method: The study utilized a single case study design A-B-A. The client presented with symptoms of social anxiety and panic attacks, impacting various aspects of her life including academic performance, interpersonal relationships, social interactions and family dynamics.<br /> Results: Cognitive Behavioral Therapy techniques including Cognitive Restructuring, Social Skills Training, Role Play and Role Reversal, and Systematic Desensitization through Gradual Exposure, were implemented over 8 sessions. Assessment tools including pre-post ratings, behavioral observations and therapy blueprints were utilized to assess the severity of social anxiety.<br /> Conclusion: A significant decrease in the severity of social anxiety and panic attacks based on both subjective self-reporting and objective observations suggesting Cognitive Behavioral Therapy as an approach of counseling for individuals with social anxiety with panic attacks in educational setting.<br /> <i>Keywords: </i>Cognitive Behavioral Therapy, case study, case report, social anxiety, panic attacks, cognitive restructuring, systematic desensitization, role play, role reversal, social skills training

A Preliminary Curriculum to Promote Social Skills via Social Narratives and App Development in Youth With Autism

The challenges faced by transition-age youth (TAY) with level one autism spectrum disorder (L1-ASD) during the transition to adulthood can be exacerbated by disability-related hurdles, particularly in employment and post-secondary education. Existing social skills training interventions for TAY with ASD often include building social narratives and teaching targeted social skills, which are often geared towards individuals with more pronounced forms of ASD. To address the gap, this paper presents the Development of Interpersonal Skills Through Narratives and Technology (DISTNT) curriculum. The DISTNT curriculum innovatively combines social narratives with technology, specifically mobile applications, to enhance social skill development in TAY with L1-ASD with a specific focus on employment. This paper outlines the curriculum’s conceptual framework, structure, and practical applications, offering insights and recommendations for practitioners seeking effective interventions for this population.

Social skills programme for adolescents with depression: initial outcomes of a hospital based study in Sri Lanka

ObjectiveThis quasi-experimental study aimed to describe the outcome of a social skills intervention for adolescents with depression followed up at an outpatient Child and Adolescent Psychiatry Unit. Twenty adolescents with depression attending a tertiary care facility in Colombo, Sri Lanka were recruited, who participated in two social skills training programmes (6 months apart), in addition to pharmacological treatment. Outcome of the programme was measured by a self-administered questionnaire that assessed perceived changes in social skills, before and after the intervention. Wilcoxon Signed Rank test was used to determine the statistical significance of improvement in social skills.ResultsThe sample consisted of 80% (n = 16) female adolescents. Median scores (inter-quartile range) for social skills before and after the first social skills programme were 31.5 (21.0–36.0) and 33.0 (28.25–40.25) respectively, indicating a significant improvement in social skills following intervention (p = 0.011, r = 0.57). A similar improvement was observed after the second programme (n = 10), reporting higher median scores for social skills after intervention (29.5 vs. 37.5, p = 0.005, r = 0.89). A significant improvement was also observed in perceived ability to cope with depressive thoughts after intervention (p = 0.032), indicating that social skills training can be a useful adjunct to pharmacological interventions, in the management of depression in adolescents.

Application of Mixed Reality Technologies in Autism Treatment and Neurodiversity Support

Abstract: This comprehensive review explores the application of Mixed Reality (MR) technologies in treating Autism Spectrum Disorder (ASD) and supporting people with neurodiversity. It examines the potential of MR to create immersive, personalized interventions for social skills training, communication enhancement, and behavioral therapy. The paper discusses the technical considerations in implementing MR systems, including hardware requirements, software development, and user interface design tailored for neurodiverse individuals. It also addresses the challenges and future directions in this field, including ethical considerations, the need for clinical validation, and the integration of MR with existing therapeutic approaches. By synthesizing current research and identifying areas for future investigation, this review highlights the transformative potential of MR in revolutionizing ASD therapy and support.

Exploring the therapeutic potential of virtual reality and augmented reality in social skills training for individuals with autism spectrum disorder

This paper examines the emerging role of Virtual Reality (VR) and Augmented Reality (AR) technologies in providing immersive and personalized social skills training for individuals with Autism Spectrum Disorder (ASD). By creating realistic and interactive environments, VR and AR offer novel approaches to address the social deficits characteristic of ASD, facilitating skill acquisition and generalization in a controlled and supportive setting. This study reviews recent advancements, challenges, and future directions in utilizing VR and AR as adjunctive tools in social skills interventions for individuals with ASD.

Is there evidence that playing games promotes social skills training for autistic children and youth?

Is there evidence that playing games promotes social skills training for autistic children and youth?

Long-Term Impact of Community Psychiatric Care on Quality of Life amongst People Living with Schizophrenia: A Systematic Review.

The review examines the long-term impact of community psychiatric care on improving the quality of life of people with schizophrenia. It addresses the global burden of this disorder and the need for effective community-based care strategies. A systematic literature search was conducted in databases such as CINAHL, Medline, Web of Science, Sage and ScienceDirect, with the search lasting until March 2024 and following the PRISMA guidelines. The inclusion criteria targeted studies that addressed the long-term effects of community mental health care for people aged 18 years and older with schizophrenia and included both quantitative and qualitative research designs. Studies unrelated to the research question or with significant methodological flaws were excluded. The risk of bias was assessed using GRADE and GRADECERqual, in addition to critical appraisal using the Joanna Briggs Institute (JBI) checklists. Independent screening and data extraction was performed, with results summarised by thematic analysis. In total, 11 studies met the inclusion criteria and included cross-sectional, cohort, qualitative and randomised controlled trial designs. The results showed that community psychiatric care significantly improves the quality of life, well-being and social integration of people with schizophrenia. Effective interventions identified include psychoeducation, cognitive behavioural therapy, social skills training and individualised care plans. However, challenges such as limited resources, labour shortages and social stigma, particularly in low-income neighbourhoods, were also identified. This study highlights the importance of continuous, personalised, multidisciplinary community-based care for sustainable mental health outcomes. Further research is recommended to investigate the long-term impact and strategies to overcome implementation challenges.

Impact of Team Sports Participation on Social Skills Development in Youth

Purpose: The aim of the study was to assess the impact of team sports participation on social skills development in youth. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicated that engaging in team sports fosters various interpersonal skills such as communication, cooperation, and conflict resolution. These activities provide a structured environment where young individuals learn to work collaboratively towards common goals, enhancing their ability to function within a group. Team sports also offer opportunities for social interaction and bonding, which can improve self-esteem and the ability to form meaningful relationships. Additionally, the need to adhere to rules and respect teammates and opponents promotes discipline and ethical behavior. Overall, participation in team sports is associated with improved social competence, making it a valuable tool for social development in y Implications to Theory, Practice and Policy: Social learning theory, social identity theory and constructivist learning theory may be used to anchor future studies on assessing the impact of team sports participation on social skills development in youth. Coaches and sports organizations should develop structured training programs that specifically include social skills training. Policymakers should support and fund community sports programs that emphasize team participation as a means to develop social skills.

Effectiveness of Social Skills Training to Improve Social Functioning Scores in Schizophrenia Patients at X Lawang Mental Hospital

Effectiveness of Social Skills Training to Improve Social Functioning Scores in Schizophrenia Patients at X Lawang Mental Hospital

THE EFFECTIVENESS OF COGNITIVE-BEHAVIORAL THERAPY IN ADOLESCENTS WITH SOCIAL ANXIETY DISORDER

Social anxiety disorder (SAD) is a prevalent condition among adolescents, characterized by an intense and persistent fear of social situations or performance, which results in significant distress and impairment in daily activities. Adolescents with SAD often avoid social interactions, which can negatively affect their academic, social and emotional development. Cognitive-behavioral therapy (CBT) has been widely recognized as an effective approach to treating SAD, offering practical strategies to reduce anxiety symptoms and improve social functioning. This abstract will explore the effectiveness of CBT in adolescents with social anxiety disorder, highlighting the main techniques used and the clinical outcomes observed. The aim of this paper is to review and evaluate the effectiveness of cognitive-behavioral therapy in the treatment of adolescents with social anxiety disorder. The aim is to analyze the main techniques of CBT, the mechanisms by which it promotes anxiety reduction and the results of clinical studies that show its effectiveness. In addition, the challenges and specific considerations in applying CBT to this age group will be discussed. This literature review aims to analyze the effectiveness of Cognitive-Behavioral Therapy (CBT) in the treatment of social anxiety in adolescents. To this end, references from relevant studies and meta-analyses were selected and reviewed, covering various approaches and results related to the topic. The selection of references was based on the relevance and impact of the publications in the field of psychotherapy and social anxiety. CBT is a form of psychotherapy based on identifying and modifying dysfunctional patterns of thought and behavior. In the context of SAD in adolescents, CBT aims to help patients recognize and restructure irrational beliefs about themselves and social situations, develop appropriate social skills and reduce avoidance of social interactions. With this in mind, the main CBT techniques include cognitive restructuring, gradual exposure and social skills training. Cognitive restructuring involves helping adolescents to identify negative automatic thoughts and replace them with more realistic and balanced interpretations. Gradual exposure consists of exposing adolescents, in a controlled and progressive way, to feared social situations, allowing them to face their fears and reduce the associated anxiety response. Social skills training focuses on developing social competencies, such as initiating and maintaining conversations, asking and answering questions, and dealing with criticism and rejection in an assertive manner. Clinical studies have demonstrated the effectiveness of CBT in reducing SAD symptoms in adolescents. Research indicates that adolescents who receive CBT show a significant decrease in levels of social anxiety, improved quality of life and greater participation in social and school activities. For example, a study conducted by Masia Warner et al. (2005) showed that adolescents who participated in a group CBT program had a notable reduction in social anxiety symptoms compared to a control group. Another study by Beidel, Turner and Morris (2000) showed that individual CBT resulted in substantial improvements in adolescents’ social anxiety and social functioning. Despite the promising results, the application of CBT to adolescents with SAD presents specific challenges. Adherence to treatment can be hampered by adolescents’ resistance to engaging in therapy sessions and facing feared social situations. In addition, parental involvement and coordination with schools are important components for successful treatment, as social and environmental support is crucial for the generalization of therapeutic gains. Therefore, cognitive-behavioral therapy has proven to be an effective approach for treating adolescents with social anxiety disorder. Cognitive restructuring techniques, gradual exposure and social skills training are key to helping adolescents overcome their fears and improve their social functioning. Clinical studies provide robust evidence that CBT can significantly reduce SAD symptoms and improve quality of life for adolescents. However, it is essential to consider the challenges specific to this age group, including resistance to treatment and the need for support from parents and schools. With a careful and collaborative approach, CBT can provide lasting benefits for adolescents with social anxiety disorder, promoting their emotional and social well-being.

Revolutionizing Autism Education: Harnessing AI for Tailored Skill Development in Social, Emotional, and Independent Learning Domains

This review explores the potential of artificial intelligence (AI) to address the special needs of children with autism. It examines the issues of specific skill development in the course of this review through some features in areas such as Social Skills Training, Emotional Regulation Support, and Independent Learning Skills. This study incorporates input from psychology, education, and technology. Although the article lacks presentation of the original empirical data, it nonetheless synthesizes existing information to provide a comprehensive overview of the current state of the field. The paper firmly recommends the use of individually adapted interventions, leveraging virtual reality, natural language processing, and adaptive learning technologies. This detailed and futuristic approach will help to augment the speed of autism education, via personalizing and enhancing social, emotional, and independent learning for individuals with ASD to address current challenges and ethical considerations. It contributes by proposing AI-driven solutions to improve educational outcomes and promote greater inclusivity and adaptability in autism education.

Open-mindedness: An integrative review of interventions.

Partisan animosity has been growing in the United States and around the world over the past few decades, fueling efforts by researchers and practitioners to help heal the divide. Many studies have been conducted to test interventions that aim to promote open-mindedness; however, these studies have been conducted in disparate literatures that do not always use the same terminology. In this review, we integrate research on open-mindedness in order to facilitate cross-talk and collaboration between disciplines. We review various concepts related to open-mindedness and then offer a conceptual model to help guide the further development of interventions and research to understand open-mindedness. We propose that open-mindedness is multifaceted and dynamic, such that interventions should focus on targeting multiple psychological pathways in order to maximize and sustain their effects. Specifically, we propose that interventions that target cognitive and/or motivational pathways can induce open-mindedness initially. Then, training in emotion regulation and/or social skills can help to sustain and build on open-mindedness once individuals enter into a situation where their beliefs are challenged. We conclude with a discussion of potential future directions for research on open-mindedness interventions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Virtual Reality Training of Safety and Social Communication Skills in Children with Autism: An Examination of Acceptability, Usability, and Generalization

Virtual Reality Training of Safety and Social Communication Skills in Children with Autism: An Examination of Acceptability, Usability, and Generalization

Agent-based social skills training systems: the ARTES architecture, interaction characteristics, learning theories and future outlooks

ABSTRACT Agent-based training systems can enhance people's social skills. The effective development of these systems needs a comprehensive architecture that outlines their components and relationships. Such an architecture can pinpoint improvement areas and future outlooks. This paper presents ARTES: a general architecture illustrating how components of agent-based social training systems work together. We studied existing systems and architectures for training and tutoring to design ARTES and identify its essential components and interaction characteristics. ARTES comprises two core components: the agent simulation of social situations, and educational elements to provide guided learning. We link ARTES's crucial components to four primary learning theories (behaviourism, cognitivism, social cognitive theory, and constructivism) to illustrate the role of agent simulation and tutoring elements in establishing desired learning outcomes. Furthermore, we map ARTES's components against eight architectures, 43 systems and three tools to indicate the components' relevance, completeness, generalisation, and deployment potential across contexts. In addition to ARTES, the paper also contributes by identifying future improvements and research directions, such as the agent's thinking, tutoring methods, knowledge transfer, and ethical implications. We believe ARTES can help bridge the gap between virtual human simulations and impactful educational learning, offering training system developers desirable features like understandability and adaptability.