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Social competence intervention for elementary students with Aspergers syndrome and high functioning autism
Janine P Stichter1, Karen V O'Connor, Melissa J Herzog
1Department of Special Education, University of Missouri, Columbia, MO 65211, USA. stichterj@missouri.edu
Journal of Autism and Developmental Disorders
|April 20, 2011
Summary
A new social skills program for children with high functioning autism (HFA) and Asperger's Syndrome (AS) showed significant improvements in theory of mind and problem-solving abilities. This intervention shows promise for enhancing social competence in young learners.
Area of Science:
- Developmental Psychology
- Clinical Psychology
- Neurodevelopmental Disorders
Background:
- Individuals with high functioning autism or Asperger's Syndrome (HFA/AS) often experience social deficits impacting daily life and long-term outcomes.
- These social challenges are present from early childhood, affecting peer interactions, understanding social cues, and transitions.
- Existing social interventions for HFA/AS often do not target elementary-aged children or address core deficits in theory of mind, emotional recognition, and executive functioning.
Purpose of the Study:
- To adapt and evaluate an existing social competence intervention (SCI-A) for elementary-aged children (6-10 years) with HFA/AS.
- To address deficits in theory of mind (ToM), emotional recognition, and executive functioning in this population.
- To assess the program's impact on direct assessments and parent-reported social abilities and executive functioning.
Main Methods:
- The study adapted the Social Competence Intervention for Adolescents (SCI-A) for elementary-aged students with HFA/AS.
- Twenty students, aged 6-10, with HFA/AS participated in the adapted intervention program.
- Improvements were measured using direct assessments of theory of mind and problem-solving, alongside parent perceptions of social abilities and executive functioning.
Main Results:
- Significant improvements were observed in direct assessments of theory of mind and problem-solving skills.
- Parents reported significant improvements in their children's overall social abilities and executive functioning.
- The adapted elementary SCI program demonstrated positive outcomes for participants.
Conclusions:
- The adapted Social Competence Intervention for elementary-aged children with HFA/AS shows promise in improving key social and cognitive skills.
- Further research and replications are needed to validate these findings.
- Expansion of the program into school settings is recommended for broader impact.
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