Social competence intervention for youth with Asperger Syndrome and high-functioning autism: an initial investigation.
Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup's social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11-14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted.
Stichter
Janine P
JP
Department of Special Education, University of Missouri, 303 Townsend Hall, Columbia, MO 65211, USA. stichterj@missouri.edu
Herzog
Melissa J
MJ
Visovsky
Karen
K
Schmidt
Carla
C
Randolph
Jena
J
Schultz
Tia
T
Gage
Nicholas
N
D000293:Adolescent; D020817:Asperger Syndrome / Q000523:psychology / Q000628:therapy*; D001321:Autistic Disorder / Q000523:psychology / Q000628:therapy*; D002648:Child; D015928:Cognitive Behavioral Therapy; D056348:Emotional Intelligence; D056344:Executive Function; D005149:Facial Expression; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D011340:Problem Solving; D012919:Social Behavior; D056345:Theory of Mind