A social-cognitive intervention program for students with autism in mainstream school

Pui Pui Phoebe Cheung, Ted Brown, Mong-Lin Yu, Andrew M. H. Siu

Research output: Contribution to journalMeeting Abstractpeer-review


Introduction:Promoting occupational development and performance that includessocial participation for students with a disability is one of the core roles of school-based occupational therapy (Rodger & Ziviani, 2006).Objectives:This study explored the efficacy of a social-cognitive intervention pro-gram for students with Autism Spectrum Disorder (ASD) in mainstream school.Methods:Forty-five students with ASD (mean age=9.91 years) attended a 10 weekssocial cognitive intervention program. Social Skills Improvement System RatingScales, Goal Attainment Scaling (GAS), Strange stories tests and Theory of MindInventory was administered at baseline, immediately after the program and post 2-months. Changes in social skills, theory of mind and friendship quality were exploredthrough between-group and within-group comparison from pre-test to post-test andfrom pre-test to 2-month follow-up.Results:There were significant positive gains in social skills and theory of mindknowledge and in individualized goals (of GAS), and there were further gains aftertwo months.Conclusion:This study has added to the understanding of the potential impact ofsocial skills programs run in school
Original languageEnglish
Pages (from-to)119
Number of pages1
JournalAustralian Occupational Therapy Journal
Issue numberSuppl 1
Publication statusPublished - 2 Jul 2019
EventOccupational Therapy Australia National Conference and Exhibition 2019: Together Towards Tomorrow - International Convention Centre, Sydney, Australia
Duration: 10 Jul 201912 Jul 2019
Conference number: 28th


  • occupational therapy
  • children
  • Autism spectrum disorde
  • Social skills training
  • primary school

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