[Frankfurt group social communication and interaction skills training for children and adolescents with autism spectrum disorders].
OBJECTIVE
Despite the recognition of the need for group-based training programmes for children and adolescents with autistic disorders, there are only very few specific German-speaking training programmes available. Since 2003, a structured group training programme on social skills for children and adolescents with high-functioning autism or Asperger syndrome has been developed and conducted at our department. The training programme focuses on the main deficits of those disorders. Thus, the primary goal is to improve communication and interaction skills.


METHODS
Participants are children and adolescents without significant cognitive and language delays. Principles of intervention include structured formats, combination of theoretical and practical elements, predictable rules, consideration of individual difficulties, and sequential and progressive learning. Techniques range from structured games, the training of affect recognition, group activities, role play, team discussions, and feedback to homework using a newly designed manual on our group-based social skill training programme and curriculum. Generally, three groups of 5-7 participants each and of different age range (children, adolescents) meet weekly/biweekly for 1-1.5 hours (excluding the holidays). Two trainers--who change during the programme--carry out each of the sessions. Trainers meet regularly with the parents to discuss experiences and to provide details of the programme.


RESULTS
Acceptance by and satisfaction with the programme are high among participants, as is the mutual recognition of and tolerance of their respective problems. Both feedback from parents and trainers' clinical impressions indicate distinct improvement of verbalization and contact abilities. Participants seem to benefit particularly from role play.


CONCLUSIONS
Qualtitative measures (impressions of the participants, their parents and their trainers with regard to change in behaviour skills) suggest mounting interaction, communication, and problem-solving skills during the group treatment. An ongoing pilot evaluation also includes measurements of effects in everyday settings. Depending on the results, the training subsequently could be conducted and evaluated in groups with both pervasive developmental, as well as other psychiatric disorders.
Herbrecht
Evelyn
E
Klinik für Psychiatrie und Psychotherapie des Kindes- und Jugendalters, Klinikum der Johann Wolfgang Goethe-Universität, Frankfurt, Germany.
Poustka
Fritz
F
D000293:Adolescent; D020817:Asperger Syndrome / Q000523:psychology / Q000534:rehabilitation*; D001321:Autistic Disorder / Q000523:psychology / Q000534:rehabilitation*; D002648:Child; D003142:Communication; D005260:Female; D005858:Germany; D006126:Group Processes; D006801:Humans; D007360:Intelligence; D007398:Interpersonal Relations; D008297:Male; D010865:Pilot Projects; D015397:Program Evaluation; D011615:Psychotherapy, Group; D020377:Self Efficacy; D012920:Social Behavior Disorders / Q000523:psychology / Q000534:rehabilitation*