TY - JOUR
T1 - School-based social skills training for young people with autism spectrum disorders
AU - Einfeld, Stewart
AU - Beaumont, Renae
AU - Clark, Trevor
AU - Clarke, Kristina S
AU - Costley, Debra
AU - Gray, Kylie M.
AU - Horstead, Sian K.
AU - Redoblado Hodge, M. Antoinette
AU - Roberts, Jacqueline
AU - Sofronoff, Kate
AU - Taffe, John R.
AU - Howlin, Patricia
PY - 2018
Y1 - 2018
N2 - Background: The Secret Agent Society (SAS) Program, an intervention to enhance social–emotional skills, was provided by schools for children with autism spectrum disorder (ASD). The program was assessed to determine if it improved social skills at school and home, and whether improvements were maintained. Methods: Eighty-four students participated. Key outcomes were parent and teacher ratings of emotion regulation, social skills, and direct child social problem-solving measures. The standard school curriculum served as the control condition. Phase 1 was a two-group waitlist-control comparison of SAS versus the standard curriculum. Phase 2 was a follow up of all participants before and after the intervention and at 12-months post-intervention. Results: Parent and child measures improved after the intervention but not in the waitlist condition. Improvements in parent, child, and teacher measures were apparent at 12 months. Conclusions: The SAS Program warrants further research as a potential program for schools that serve children with ASD.
AB - Background: The Secret Agent Society (SAS) Program, an intervention to enhance social–emotional skills, was provided by schools for children with autism spectrum disorder (ASD). The program was assessed to determine if it improved social skills at school and home, and whether improvements were maintained. Methods: Eighty-four students participated. Key outcomes were parent and teacher ratings of emotion regulation, social skills, and direct child social problem-solving measures. The standard school curriculum served as the control condition. Phase 1 was a two-group waitlist-control comparison of SAS versus the standard curriculum. Phase 2 was a follow up of all participants before and after the intervention and at 12-months post-intervention. Results: Parent and child measures improved after the intervention but not in the waitlist condition. Improvements in parent, child, and teacher measures were apparent at 12 months. Conclusions: The SAS Program warrants further research as a potential program for schools that serve children with ASD.
KW - Autism spectrum disorder
KW - school
KW - social skills training
UR - http://www.scopus.com/inward/record.url?scp=85023194309&partnerID=8YFLogxK
U2 - 10.3109/13668250.2017.1326587
DO - 10.3109/13668250.2017.1326587
M3 - Article
AN - SCOPUS:85023194309
SN - 1366-8250
VL - 43
SP - 29
EP - 39
JO - Journal of Intellectual and Developmental Disability
JF - Journal of Intellectual and Developmental Disability
IS - 1
ER -