Effects of social skills interventions for students with autism spectrum disorder

Abstract

The present study examined the major areas of school adjustment difficulties among 351 children aged 6-12, diagnosed with Autism Spectrum Disorders (ASD), and whether their difficulties could be predicted by symptom severity. Next, the effectiveness and generalizability of social skills interventions that aimed at promoting school adjustment skills was assessed. Participants were assessed with pre- and post-training measures on their improvements in both training and school contexts. Current findings revealed that children faced major difficulties in both social and emotional adjustment. Social awareness, social motivation, as well as restricted interests and repetitive behaviors differentially predicted school adjustment difficulties. Although there were improvements in both training and school contexts, generalizability was not found. Implications for further studies were considered.