Social Skills Intervention Participation and Associated Improvements in Executive Function Performance

Area of Science:

• Neuroscience
• Developmental Psychology
• Cognitive Science

Background:

• Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by social communication deficits.
• These social challenges may stem from underlying executive function impairments.
• The Social Competence Intervention (SCI) program aims to enhance social skills in adolescents with ASD.

Purpose of the Study:

• To investigate changes in executive function performance after participation in the SCI program.
• To assess specific executive function components: working memory, inhibitory control, and cognitive flexibility.
• To evaluate the impact of the SCI program on neurocognitive processes in adolescents with ASD.

Main Methods:

• A sample of 22 adolescents with ASD underwent laboratory behavioral assessments before and after the SCI program.
• Executive function components were evaluated using distinct performance measures.
• A demographically matched control group of 14 individuals without ASD was assessed over the same intervals for comparison.

Main Results:

• Participants with ASD demonstrated significant improvements in working memory tasks, including spatial and verbal working memory.
• Enhanced performance was observed in a working memory-related aspect of the task switching test (mixing costs).
• No significant changes were noted in inhibitory control or cognitive flexibility measures.

Conclusions:

• The SCI program shows preliminary evidence of positively impacting executive function, particularly working memory, in adolescents with ASD.
• These findings suggest that interventions targeting social competence may concurrently enhance underlying neurocognitive abilities.
• Further research is warranted to explore the long-term effects and specific mechanisms of the SCI program on executive function.