Social Skills Training Program Research Articles

Treinamento de habilidades sociais como estratégia de combate ao preconceito contra a diversidade sexual e de gênero

Abstract Objective The aim of this study was to verify the effectiveness of a social skills training program to reduce prejudice against sexual diversity. Method A total of 22 adolescents aged between 14 and 17 years who were 9th grade public school students, participated. The assessment instruments were the Social Skills Inventory for adolescents and the Scale of Prejudice Against Sexual and Gender Diversity. Both instruments were applied before and after training. Results The results indicated a significant reduction in the levels of prejudice against sexual and gender diversity, an increase in the frequency of the issuance of skills related to assertiveness, an affective approach and social resourcefulness and a decrease in the difficulties related to civility. Conclusion The social skills training program proved to be effective, indicating that this is a viable tool for greater acceptance of sexual and gender diversity.

Improving Family Functioning with Social Skills Training: Evidence from a Quasi-Experimental Study

Objective: To examine the effectiveness of social skills training on enhancing family functioning among married individuals. Methods and Materials: Employing a quasi-experimental design, this study involved 30 married individuals visiting a private counseling center, divided equally into experimental and control groups. The experimental group received an 8-week social skills training program focused on improving communication, problem-solving, and emotional regulation within marital relationships. Findings: Results indicated significant improvements in family functioning scores for the experimental group, as compared to the control group, both immediately following the intervention and at a 3-month follow-up. The analysis of variance with repeated measurements underscored the positive impact of social skills training on enhancing family dynamics. Conclusion: Social skills training emerges as a viable intervention for improving family functioning among married couples, suggesting its potential inclusion in marital counseling services to foster healthier family relationships.

Linking intervention experiences to child outcomes in a school‐based social skills training program

AbstractSmall group social skills training (SST) is recommended to improve the social behavior and peer relations of rejected children, but child responses vary. This study explored variation in intervention experiences that emerged in a large study of a school‐based SST program for peer‐rejected children and associations with program outcomes. One hundred and seven peer‐rejected elementary students (60% White, 15% Black, 22% Latinx, 3% Multi‐racial, and 65% male) were identified by classroom sociometrics and randomly assigned to a year‐long small group SST program. Normative classmates served as partners. Among the peer‐rejected targets of the intervention, those with relatively better pretreatment social skills received more SST sessions and were more positively engaged, whereas those with fewer social skills and more behavior problems experienced more negative peer responses during SST sessions and less collateral support from teachers and parents. Hierarchical regressions (controlling for pretreatment scores) revealed attenuated intervention benefits for children who received more negative peer responses during SST and less parent and teacher support. The findings suggest that, within a sample of peer‐rejected children, those with more severe skill deficits and elevated behavior problems at pretreatment have lower‐quality SST experiences that reduce intervention benefits, even when normative classmates serve as peer partners. These issues warrant careful attention in future SST intervention design and research.

Developing Social-ABI-lity: An Online Course to Support Safe Use of Social Media for Connection After Acquired Brain Injury.

People who have an acquired brain injury (ABI) experience challenges using social media. Inversely, rehabilitation clinicians report feeling inadequately prepared to support them in its use. We aimed to develop a collaboratively designed, evidence-based online training resource to support people with an ABI to learn about using social media. Key recommendations for course design have previously been identified through a mixed methods approach, including (a) qualitative exploration of the experiences of people who use social media after ABI, (b) a scoping review to identify key features and effective teaching approaches from existing social media skills training programs. Further design recommendations were obtained in this mixed methods study through (c) collaborative design of course content and features with 23 people, including people with living experience of ABI and other key stakeholders, and (d) a pilot trial of the course prototype with four participants who had an ABI (two men, two women; aged 28-69 years). Training needs to be interactive, including practical components addressing online safety and wellbeing, and to explain how to use social media platforms to connect with others. The first social-ABI-lity prototype incorporated these findings. Pilot data indicated that the prototype was beneficial, with participants demonstrating small increases in social media confidence and knowledge. Areas for further refinement were also identified. The social-ABI-lity self-directed online course is the first of its kind to support people with an ABI in using social media and will be a valuable resource for rehabilitation clinicians internationally. This resource may drive sustainable changes in participation by helping people with ABI to build their social media mastery and to participate in supportive online networks.

The effect of socıal skılls traınıng program on the socıal skılls perceptıons of sports students

The aim of this research is to reveal whether the social skills training program has an effect on the research of social skills levels of students participating in the social skills training program and studying sports. The study group of the research consists of a total of 30 students, 5 female and 25 male, actively studying at Manisa Celal Bayar University in 2019-2020. In this study, socio-demographic information form and a social skill scale developed by Tatar et al. (2018) were used as data collection tools for adults. In the implementation phase of the study, the social skills training program was applied to 15 students, who were determined as the experimental group, for 9 sessions for 9 weeks, once a week for 1.5-2 hours. The data of this study were analyzed with SPSS program version 22.0. In the analysis of the data, the t-test was applied for the comparison results of the number percentage distributions of independent variables, descriptive statistics for dependent variables, reliability and item analysis of the scales, the mean of the two independent variables of the group and the total scores of the two measurements made at different times, and the t-test was applied to determine the difference between the mean scores of the groups. It was found that there was a significant difference between the pre-test score distributions and post-test score distributions of the experimental group receiving social skills training, but there was no significant difference between the pre-test score distributions and post-test scores of the experimental group and the control group. In the 3rd and 6th month score distributions conducted for monitoring process, it was observed that the effect of the social skills training program continued. It was found that there was no difference between the post-test scores of the experimental and control groups of the students studying sports in social skills training.

Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder

Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments.

Program for education and enrichment of relational skills (PEERS) training for social skills and depressed mood intervention in young adult with depression: Study protocol for a randomized controlled trial.

IntroductionDepression is a common psychiatric disorder characterized by persistent low mood, reduced interest, and slowed thinking. Young adults are the main first-onset group for depression in all categories of the population. Program for education and enrichment of relational skills (PEERS) training, a program for the Education and Enrichment of Relational Skills, has been used in Europe and America for people with various types of social disorders with good results. A Chinese adaptation of the PEERS training program may be a new approach to help youth with depression return to society as soon as possible. This study aimed to construct and optimize a social skills training program for Chinese young adults with depression and to validate the impact of the program.Materials and methods and analysisThe aim of this trial protocol is to evaluate the efficacy of the localized PEERS training program on social competence, depressed mood in a Chinese young adult population with depression. The primary outcome will be a change in self-reported depressive symptoms from baseline to week 3 post-randomization to week 6 post-randomization measured using the Liebowitz social anxiety scale (LSAS). Secondary outcomes include the rate of decline in severe social anxiety, the Social Avoidance and Distress Scale (SAD), the Social Self-Efficacy Scale (PSSE), and the Hamilton Depression Scale (HAMD-17). Data for each assessment will be collected at baseline, week 3 of the trial, and week 6 of the trial.Ethics and disseminationEthics approval was obtained from the Hospital Ethics Committee. Findings will be disseminated through scientific journals, conferences, and university courses.Trial registration number[http://www.chictr.org.cn/], identifier [ChiCTR2100046050].

Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers

The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum.

Effect of a social skills training program on behavioral problems among children with conduct disorder

Objectives: To investigate the effectiveness of social skills training program on behavioral problems among children with conduct disorder. Methodology: A quasi-experimental design "pre and post-test design" was utilized. A convenient sample of 30 children diagnosed with conduct disorder was selected. Three tools were used to conduct the current study, Socio-demographic data sheet, Social Skills Questionnaire and Behavioral Problems Questionnaire-Parent Version. Results: The children with conduct disorder exhibited highly improvement in social skills and behavioral problems after participating in social skills training program sessions (P=0.005,0.0001) respectively. After training, total mean scores of behavioral problems decreased from 66.9 to 50.3, social skills increased from 83 to 89. Conclusion: The study concluded that, social skills training program is highly effective in improving behavioral problems among children with conduct disorder. Recommendation: This study recommended that, social skills training programs should be conducted in clinical and non-clinical settings with large sample size included for more confident results and more generalization of results to the community.

Development and Application of a Metaverse-Based Social Skills Training Program for Children With Autism Spectrum Disorder to Improve Social Interaction: Protocol for a Randomized Controlled Trial.

BackgroundAutism spectrum disorder (ASD) is characterized by abnormalities in social communication and limited and repetitive behavioral patterns. Children with ASD who lack social communication skills will eventually not interact with others and will lack peer relationships when compared to ordinary people. Thus, it is necessary to develop a program to improve social communication abilities using digital technology in people with ASD.ObjectiveWe intend to develop and apply a metaverse-based child social skills training program aimed at improving the social interaction abilities of children with ASD aged 7-12 years. We plan to compare and analyze the biometric information collected through wearable devices when applying the metaverse-based social skills training program to evaluate emotional changes in children with ASD in stressful situations.MethodsThis parallel randomized controlled study will be conducted on children aged 7-12 years diagnosed with ASD. A metaverse-based social skills training program using digital technology will be administered to children who voluntarily wish to participate in the research with consent from their legal guardians. The treatment group will participate in the metaverse-based social skills training program developed by this research team once a week for 60 minutes per session for 4 weeks. The control group will not intervene during the experiment. The treatment group will use wearable devices during the experiment to collect real-time biometric information.ResultsThe study is expected to recruit and enroll participants in March 2022. After registering the participants, the study will be conducted from March 2022 to May 2022. This research will be jointly conducted by Yonsei University and Dobrain Co Ltd. Children participating in the program will use the internet-based platform.ConclusionsThe metaverse-based Program for the Education and Enrichment of Relational Skills (PEERS) will be effective in improving the social skills of children with ASD, similar to the offline PEERS program. The metaverse-based PEERS program offers excellent accessibility and is inexpensive because it can be administered at home; thus, it is expected to be effective in many children with ASD. If a method can be applied to detect children's emotional changes early using biometric information collected through wearable devices, then emotional changes such as anxiety and anger can be alleviated in advance, thus reducing issues in children with ASD.Trial RegistrationClinical Research Information Service KCT0006859; https://tinyurl.com/4r3k7cmjInternational Registered Report Identifier (IRRID)PRR1-10.2196/35960

Impact of the Social Skills Training Programme on Adolescents Attending Physical Education Classes

Impact of the Social Skills Training Programme on Adolescents Attending Physical Education Classes

Real-Life Social-Skills Training and Motor-Skills Training in Adults With Autism Spectrum Disorder: The Con-Tatto Project Walking Down the Francigena Route.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder with an early onset and a genetic and epigenetic component. ASD is characterized by deficits in socio-emotional reciprocity, impaired verbal and non-verbal communication skills, and specific difficulties in developing and maintaining adequate social relationships with peers. Indeed, restricted, repetitive patterns of behavior, interests, or activities are required by DSM-5 diagnostic criteria. Autistic people usually need an unchanging environment (or in any case predictable and stable) and may have hypo- or hyper-sensitivity to sensory inputs. The onset of clinical symptoms occurs during the early years of life. Social skills competence is a significant therapeutic aim to be pursued when addressing ASD core symptoms. Several considerable motor difficulties (87%) in people with autism spectrum disorder in adulthood have been found. The Con-tatto project developed a project addressing social, physical, and mental health difficulties in real-life walking down the Francigena route for 9 days with 12 autistic people, by (1) Implementing daily sessions of social skills training program whose abilities were addressed to be immediately generalized and used throughout the day. (2) Educational movement and walking activity programs were led by a fitness coach. (3) The creation of walking peers’ social community with a strong and relevant impact on adults with ASD social life respecting every person’s individuality. (4) Provision of social reinforcers to reduce the stigma of people with autism and the experienced perception of low self-esteem, especially when they are bullied.

Effectiveness of Online-Delivered Project ImPACT for Children With ASD and Their Parents: A Pilot Study During the COVID-19 Pandemic.

ObjectiveDuring the COVID-19 pandemic, face-to-face intervention services for families of children with autism spectrum disorder (ASD) were limited. This study aimed to evaluate the effectiveness of an 8-week, online-delivered Project ImPACT program for children with ASD and their parents in China during the COVID-19 pandemic.MethodsA pilot non-randomized study with a waitlist control group was conducted in 68 children with ASD and their parents in the Department of Developmental and Behavioral Pediatrics between April 15, 2020 and March 19, 2021. Participants were allocated to either the intervention (IG) or the waitlist group (WLG) according to their order of recruitment. Parents in the IG immediately received 8 weeks of the online-delivered Project ImPACT program, and the WLG received the same program with a delay when the IG had completed all sessions. Participants in both groups received treatment as usual during the research period.ResultsThe online-delivered Project ImPACT program significantly improved the parent-reported social communication skills of children with ASD. Furthermore, parent's involvement in the training program produced a collateral reduction in parenting stress and an increase in perceived competence in the parental role. Parents rated the program acceptable in terms of curriculum schedule, session content, homework assignments, and therapist feedback.ConclusionsThe 8-week, online-delivered Project ImPACT program is a feasible and effective social skill training program for families of children with ASD in China during the COVID-19 pandemic. Due to the methodological limitations, randomized controlled studies with larger sample sizes are suggested to provide more solid evidence.

A Pilot Study on Efficacy of a Play-Based Social Skills Training Group for First-Grade Elementary Children with Autism in Taiwan

ABSTRACT A social skills training has previously resulted in positive improvements in social skills among children and adolescents with autism spectrum disorder (ASD). This pilot study developed a play-based social skills training protocol for first-grade elementary children with ASD in Taiwan and determined its efficacy. Using a single-group pretest-posttest design, this study recruited seven first-grade elementary children with ASD aged 6–7 years. Seven children enrolled in a regular classroom participated in a 12-week play-based social skills training program which was led by an occupational therapist. The improvement of social skills was evaluated by occupational therapists through video coding and goal attainment scales. Caregivers and teachers were asked to complete the communication and socialization domains of the Vineland Adaptive Behavior Scale-Third Edition. The results showed significant improvements in the children’s social skills performance between the pretest and posttest based on video coding and goal attainment scale. Significant improvements in the Vineland Adaptive Behavior Scale-Third Edition growth scale values of receptive and written language subdomains were observed. This study established an intervention protocol for first-grade children with ASD that could be used as a guide by clinical professionals who work with children with ASD who experience problems adapting to elementary school.

Effectiveness of Social Skill Training Programme on Social Anxiety and Self-Esteem among Adolescents

Background: Social skill training is one of the most effective management for the client with social anxiety and self-esteem. Hence the investigator felt the need to evaluate the effectiveness of social skill training programme on social anxiety and self-esteem. Aim: to assess the effectiveness of social skill training program on social anxiety and self-esteem among adolescents studying in selected high schools of Bagalkot.” Methodology: True experimental study with pre test- post test control group design with 100 subjects selected through simple random sampling technique and assigned 50 adolescents to experimental group and 50 adolescents to control group by using computer generated random numbers. Data was collected using Kutcher Generalized Social Anxiety Disorder scale to assess the social anxiety and Rosenberg Self-esteem Scale to assess the self-esteem among adolescents. Social skill training program was administered for 45mins to 1 hour for 6 consecutive days for experimental group. Data were analyzed by using descriptive and inferential statistics in terms of frequency distribution, percentage, mean, mean percentage, Standard Deviation, paired‘t’ test, Unpaired ‘t’ test and Chi-square test. Findings: Findings related to significance of difference between post test social anxiety and self-esteem scores of experimental group and control group subjects revealed that, a statistically significant difference was found between post test social anxiety scores of experimental group and control group subjects [t=7.23), p<0.05].Similarly there was a statistically significant difference found between post-test self-esteem scores of experimental group and control group subjects [t=6.71, p<0.05]. Conclusion: The study proved that Social skill training programme on social anxiety and self-esteem among adolescents was effective, scientific, logical and cost effective strategy. Keywords: Adolescents, Social anxiety, Self-esteem, Effectiveness, Social skill training programme and Socio-demographic variables.

Treinamento de habilidades sociais em Fonoaudiologia: percepção dos estudantes

ABSTRACT Purpose: to investigate the perception of Speech-Language Pathology and Audiology (SLPA) students, submitted to a Social Skills Training (SST) program, regarding potentialities, difficulties and perceived gains in their social skills (SS) repertoire. Methods: this qualitative study included 22 students (between 19 and 21 years old), enrolled in the 2nd year of the undergraduate SLPA course. The SST structure was based on theoretical-informative and practical-experiential methodology, developed over 15 meetings, using different teaching strategies. Content analysis was applied to assess the responses to a questionnaire with five open ended questions about the SS and the program itself, administered at the beginning, middle and end of the training. Results: greater difficulty was observed for students in relation to public speaking as well as empathetic and assertive skills toward their peers and professors. The participants highlighted the importance of the SST for the professional-patient relationship and for their professional training, as the training expands skills and competences beyond technical knowledge, with self-knowledge having a central role in this process. Conclusion: in preparation for clinical practice the SST can be used as a promising teaching-learning methodology in the curricula of SLPA courses.

Development of a Social Skills Training Program for Elementary School Students in an Inclusive Educational Setting

The purpose of this study is to develop a social skills training program for elementary school students in an inclusive educational setting and to confirm its effectiveness through a pilot study. To this end, eight social skills essential for elementary school students were selected by analyzing the social skills training program conducted in previous studies. After that, the Friendly Friends program consisting of eight sessions was developed by combining common elements (modeling, role play, coaching, feedback, and generalization) of the teaching process for effective social skills training, and it was implemented for 22 lower (grades 1-3) elementary school students. The pilot study found that the social skills and social emotional competences of elementary school students who participated in the Friendly Friends program in an inclusive educational setting improved significantly, and social behavior in families and communities as perceived by parents also improved. Finally, discussions of the results and suggestions for future research were presented.

A Classroom-Based Training Program Involving Preschool Children for Developing Prerequisite Learning Skills and Social Skills: Ready to Learn

Social skills training is a good way of intervention for preventing social skills deficiencies and emotional-behavioral problems and academic deficiencies that may arise from these deficiencies. Different activities, different methods-strategies and different approaches from theory to practice can be included in intervention programs for social skills. In this study, it is aimed to introduce a classroom program called “Ready to Learn” developed by Brigman, Lane, and Lane (1994), the scientific effect of which has been proven, and to adapt it to Turkish, thus put forth in an available story-based social skill training program for Turkish children. This program was developed for the children aged four to seven in order to promote the learning skills and social skills that are needed for school success. The program called “Ready to Learn” includes social cooperation activities to contain the use of “big books” that are read aloud, storytelling by teachers and children, activities of drawing, dramatic play, puppet, and song, activities on listening and attention, practices for understanding directions through story structures, as well as discussion and interaction. The program, which consists of a series of stories, includes five teacher strategies: (1) modelling-coaching-cueing, (2) student story-telling, (3) student story re-telling, (4) peer reporting, and (5) encouragement council activities. Within the scope of the study, a social skill training program was gained to the literature for Turkish children in preschool period by carrying out phases from the procedures for the provision of Ready to Learn program to the steps required by the adaptation processes. In this context, the study is envisaged to be a guide for social skills training applications and program development studies for preschool children and to provide an intellectual basis for the practices in daily life, meanwhile to be a key resource for improving the problems experienced in preschool period.

COMMON APPROACHES FOR SEVERE MENTAL ILLNESS AND MILD INTELLECTUAL DISABILITY

Intellectual disabilities affect approximately 1% of the population and are characterized by significantly impaired intellectual and adaptive skills. It can be said that individuals with intellectual disabilities are more vulnerable to mental illness than the general population. Whereas severe mental illness produces distortions of perception, delusions, hallucinations, and unusual behaviours are sometimes called thought disorders. The common factors that are found in both IDs and SMIs including reduced capacity to manage social and cognitive demands, problem-solving difficulties, poor social judgment and communication limitations. It has been observed that psychiatric assessment of a person with intellectual disabilities has much in common with assessments undertaken with people of mental illness, but there are a number of additional special considerations. It has been observed that an interdisciplinary evaluation of the individual in both the condition is necessary to obtain an accurate diagnosis and to establish habilitation and treatment needs. A thorough medical and neurological evaluation should be included to identify acute or chronic conditions that may need attention. A psychiatric evaluation can determine if medication is appropriate. Follow-up interviews are required to monitor the individual’s response to the various treatments for both. A thorough medical and neurological evaluation should be included to identify acute or chronic conditions in case of epilepsy. On the other hand, psychiatric evaluation can determine if medication is appropriate. Follow-up interviews are required to monitor the individual’s response to the various treatments for both. Common intervention or treatment plans are at times shared by both mild intellectual disability and severe mental illness. The intervention plan includes: psychopharmacology for treating mood disorders and other psychotic disorders. The psychotherapy part which will include the behavioural, cognitive, gestalt and psychodynamic aspects. Group therapies include the skill training programs, assertiveness and anger management training. The behaviour management plans are developed to deal with maladaptive behaviours. Day treatment programs for rehabilitation and education purpose focuses on living skills, interpersonal skills, vocational preparation and enrichment. Social skill training program for the improvement of quality of life. Residential services will include inpatient units with intensive care for those with severe problems. Other crises intervention services are called upon at the time of emergencies to combat with the situation in demand Other services provided to individuals with intellectual and mental health problems may include physical therapy, speech therapy, art therapy and occupational therapy, among others, depending on individual needs. Therefore, it can be said that IDs and SMIs share common problems for which the therapies discussed above will help to develop a common approach in the process of making a common intervention plan for both and make successful outcome.

MY CHILD’S DISABILITY AND ME”: IMPACT OF CHILD DISABILITY ON MATERNAL QUALITY OF LIFE AND COPING STRATEGY

The birth of differently-abled child brings huge impact on the life of parents. This condition results in adverse impact on quality of life of parents. The study examined the components of quality of life and coping strategies of mothers of children with visual impairment, hearing impairment, locomotor disability, and intellectual disability. This was a cross-sectional, ex-post facto research study. The statistical population included the mothers of differently abled children. 200 mothers of differently-abled children participated in the study. WHOQOL-BREF and Coping strategies scale was used for data collection. Findings revealed that the quality of life has statistically significant difference among the mothers of visually impaired, hearing-impaired children and mothers of locomotor disabled and intellectually disabled children. The mothers of visually impaired and hearing-impaired children use approach coping more than the mothers of intellectually disabled and locomotor disabled children. The avoidance coping is used more by mothers of locomotor disabled children followed by mothers of intellectually disabled children. Efficient social skill training programs should be provided to enhance their social network and quality of life. The professionals should also assess the needs, potential problems of mothers and integrate effective strategies with the treatment of their children.