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Improving Social Communication in Autistic Adolescents Through a Clinic-Home-School Collaboration
Lynn Kern Koegel1, Daniel A Abrams2, Thuan N Tran2
1Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA, USA. Lynnk@Stanford.edu.
Journal of Autism and Developmental Disorders
|October 19, 2024
Summary
This study shows that a short social communication intervention improved social skills in autistic adolescents. Improvements were maintained, and participants reported high satisfaction with the program.
Area of Science:
- Developmental Psychology
- Clinical Psychology
- Adolescent Psychiatry
Background:
- Social communication challenges are prevalent in autistic adolescents, impacting friendships and co-occurring conditions.
- Targeted interventions are crucial for supporting social development in this population.
Purpose of the Study:
- To assess the efficacy of a manualized social communication intervention package for autistic adolescents.
- To evaluate the impact of parent participation and school coordination on intervention outcomes.
Main Methods:
- A concurrent multiple baseline experimental design was employed.
- Weekly social communication interventions were delivered over 6-7 weeks.
- Standardized assessments for anxiety, depression, and participant satisfaction were utilized.
Main Results:
- All participating autistic adolescents demonstrated significant improvements in social communication.
- These improvements were sustained at follow-up assessments.
- Participants and their parents reported high satisfaction with the intervention program.
Conclusions:
- A short-term, manualized social communication intervention with parent and school involvement can effectively improve social skills in autistic adolescents.
- The findings support the need for targeted social communication support for autistic adolescents.
- The intervention demonstrated positive outcomes and high participant satisfaction, suggesting its potential utility.
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