Three-Character Training of Question-Asking (TCT-Q) for Children with High-Functioning Autism Spectrum Disorder: A...

Area of Science:

• Developmental Psychology
• Clinical Psychology
• Speech-Language Pathology

Background:

• Question-asking is crucial for social communication.
• Children with high-functioning autism spectrum disorder (HFASD) often struggle with social functioning.
• Targeted interventions can potentially improve social skills in children with HFASD.

Purpose of the Study:

• To introduce and evaluate a novel intervention, the three-character training of question-asking (TCT-Q).
• To assess the effectiveness of TCT-Q in teaching appropriate question usage in social interactions for children with HFASD.
• To determine if TCT-Q improves social functioning and reduces autistic mannerisms.

Main Methods:

• A randomized controlled trial involving 37 children with HFASD.
• Participants were assigned to either the TCT-Q group (n=19) or treatment as usual (TAU) group (n=18).
• Intervention involved two 60-minute sessions weekly, with assessments at baseline, post-intervention, and 3-month follow-up.

Main Results:

• The TCT-Q group demonstrated a significant increase in question-asking frequency post-intervention (p < 0.001).
• This increase was significantly greater compared to the TAU group (ηp² = 0.089-0.370).
• While numerical improvements in social communication and autistic mannerisms were observed in the TCT-Q group, group-by-time interactions did not reach statistical significance (p < 0.05).

Conclusions:

• The TCT-Q intervention is a promising method for enhancing question-asking behaviors in children with HFASD.
• The findings suggest TCT-Q may positively impact social skills in children with HFASD.
• Further research is warranted to fully elucidate the long-term effects and broader social benefits of TCT-Q.