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ERIC Number: EJ865173
Record Type: Journal
Publication Date: 2009-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1357-5279
The Benefits of Social Skills Groups for Young People with Autism Spectrum Disorder: A Pilot Study
Rose, Rachel; Anketell, Caroline
Child Care in Practice, v15 n2 p127-144 Apr 2009
A number of recent publications have highlighted the need for individuals with autism spectrum disorder (ASD) to be offered "timely" and "appropriate" support in relation to the development of their social skills. One such reported method is the utilisation of social skills groups, although only a small evidence base currently exists demonstrating the effectiveness of such an approach. A pilot social skills group was planned within one Community Trust area in response to the increasing needs of children/adolescents with ASD. Thirty-one children/adolescents attended one of four social skills groups that took place over five consecutive weeks. An evaluation of the groups was carried out entailing qualitative data, with a parental focus group and quantitative data, with pre, post and review questionnaires. Evaluation forms completed by the children, observational data and a cost analysis complemented these. A thematic analysis was conducted on focus group data, and questionnaire data were descriptively analysed. The new initiative met with positive feedback from both parents and children. Key outcomes included focus group and questionnaire data suggesting the social skills groups were beneficial and parental reports of some positive changes in social-communication difficulties. Finally, a list of 12 recommendations have been identified that could be used to aid refinement of future social skills groups. (Contains 2 tables, 2 figures and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A