Evidence-Based Social Skills Groups for Individuals with Autism Spectrum Disorder Across the Lifespan

Abstract

Despite the pervasiveness of social deficits affecting individuals across the spectrum and throughout the lifespan, social skills intervention research remains limited at this time, particularly for adolescents and adults. Fortunately, studies examining social skills interventions for individuals with ASD are steadily increasing, and a growing body of research evidence has identified several effective treatment elements and delivery methods for social skills groups. These include using a small group format, treatment manuals, didactic instruction, behavioral modeling, behavioral rehearsal, parent/caregiver involvement, homework assignments, school-based interventions, and involving typically developing peers. Perhaps most importantly, the social skills taught must be ecologically valid and relevant to the population being served, including attention to developmental stage, level of functioning, language ability, and cognitive aptitude. Suggestions for moving the field forward to address existing limitations in our knowledge base include greater attention to older age groups (particularly adults), higher-quality research designs (including RCTs), and the use of standardized outcome measures, behavioral observations, multiple independent raters, and long-term follow-up assessments. Taken in conjunction, these recommendations have the capacity to move the field forward in the development of more effective social skills group treatments to improve the social functioning of individuals with ASD. (PsycINFO Database Record (c) 2018 APA, all rights reserved)