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Sibling-mediated social skills training intervention for children with Asperger’s Syndrome: Results from a pilot study (A)
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http://hdl.handle.net/1860/299
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| Title: | Sibling-mediated social skills training intervention for children with Asperger’s Syndrome: Results from a pilot study (A) |
| Authors: | Hetzke, Jennifer Diane |
| Keywords: | Psychology
Asperger's syndrome
Autistic children -- Behavior modification |
| Issue Date: | 7-Jun-2004 |
| Abstract: | Social skills deficits are the hallmark feature of Asperger’s Syndrome (AS), yet relatively little research has examined the effectiveness of interventions designed to improve social functioning in this population. The present study examined the effectiveness of a manualized social skills group intervention for children with AS, utilizing siblings as facilitators. Each session combined direct instruction with structured role-plays to target specific skills including nonverbal communication and conversation skills. A secondary goal was to examine the emotional functioning of non-affected siblings both before and after participation in a support group.
Four children with AS, ages 10-14, participated in the intervention along with their siblings, ages 8-16. Measures of social and emotional functioning were administered to children, parents, and teachers at baseline, upon conclusion of each component of the intervention, and at 3-month follow-up. Qualitative ratings were made of each child’s engagement and participation, and participants and their parents provided feedback regarding their impressions of the intervention.
Although the small sample precluded statistical analyses, the results offer preliminary evidence in support of the intervention. All four children with AS demonstrated improvements on at least two parent-report measures of social functioning, the majority of which were maintained or even furthered at 3-month follow-up. Results from child and teacher data were mixed. Although the majority of ratings of sibling emotional functioning remained average over time, one sibling consistently reported elevated levels of internalizing behavior problems. Subjective feedback offered overwhelming support in favor of both the sibling support group and the social skills group.
The tenuous results offer a promising foundation for expanded efforts to establish the efficacy of this approach and to compare its outcomes with those of other treatment protocols. The emphasis in future research and clinical endeavors should be to improve the manner by which social skills deficits are quantified and to link those measurements to the specific skills targeted for intervention. Careful consideration also needs to be given to the issue of generalization not only of the specific skills themselves, but also to the manner by which those skills translate to the more fluid context of naturalistic social interaction. |
| URI: | http://dspace.library.drexel.edu/handle/1860/299 |
| Appears in Collections: | Drexel Theses and Dissertations
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