Social skills group training in high-functioning autism: A qualitative responder study

Area of Science:

• Psychology
• Developmental Psychology
• Clinical Psychology

Background:

• Group-based social skills training shows some efficacy for autism spectrum disorder (ASD) in children and adolescents.
• More research is needed to confirm generalizability and understand participant perspectives.
• Limited qualitative data exists on the experiences of autistic individuals in social skills training.

Purpose of the Study:

• To examine the experiences and opinions of children and adolescents with higher-functioning autism spectrum disorder (ASD) and their parents regarding social skills group training.
• To explore the perspectives of both high and low responders to the intervention.
• To complement quantitative outcome data with qualitative insights.

Main Methods:

• Qualitative approach using in-depth interviews.
• Participants included high responders (n=6), low-to-non-responders (n=5) to social skills group training, and one parent per child (N=22).
• Interviews were conducted following participation in the manualized "KONTAKT" social skills group training within a randomized controlled trial (NCT01854346).

Main Results:

• Both high and low responders, along with their parents, reported improvements in social communication, self-awareness, self-confidence, and daily life independence.
• Overall treatment satisfaction was reported by all participant groups.
• Responders expressed more positive intervention experiences compared to low-to-non-responders.

Conclusions:

• Qualitative data provides valuable insights into the perceived benefits and experiences of social skills group training for autistic individuals.
• Combining qualitative and quantitative data offers a more comprehensive evaluation of social skills interventions.
• Social skills group training may offer benefits beyond measurable outcomes, including enhanced self-confidence and independence.