School-based social skills training for young people with autism spectrum disorders

Stewart Einfeld, Renae Beaumont, Trevor Clark, Kristina S Clarke, Debra Costley, Kylie M. Gray, Sian K. Horstead, M. Antoinette Redoblado Hodge, Jacqueline Roberts, Kate Sofronoff, John R. Taffe, Patricia Howlin

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)29-39
Number of pages11
JournalJournal of Intellectual and Developmental Disability
Volume43
Issue number1
DOIs
Publication statusPublished - 2018

Keywords

  • Autism spectrum disorder
  • school
  • social skills training

Cite this

Einfeld, Stewart ; Beaumont, Renae ; Clark, Trevor ; Clarke, Kristina S ; Costley, Debra ; Gray, Kylie M. ; Horstead, Sian K. ; Redoblado Hodge, M. Antoinette ; Roberts, Jacqueline ; Sofronoff, Kate ; Taffe, John R. ; Howlin, Patricia. / School-based social skills training for young people with autism spectrum disorders. In: Journal of Intellectual and Developmental Disability. 2018 ; Vol. 43, No. 1. pp. 29-39.
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title = "School-based social skills training for young people with autism spectrum disorders",
abstract = "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.",
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author = "Stewart Einfeld and Renae Beaumont and Trevor Clark and Clarke, {Kristina S} and Debra Costley and Gray, {Kylie M.} and Horstead, {Sian K.} and {Redoblado Hodge}, {M. Antoinette} and Jacqueline Roberts and Kate Sofronoff and Taffe, {John R.} and Patricia Howlin",
year = "2018",
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Einfeld, S, Beaumont, R, Clark, T, Clarke, KS, Costley, D, Gray, KM, Horstead, SK, Redoblado Hodge, MA, Roberts, J, Sofronoff, K, Taffe, JR & Howlin, P 2018, 'School-based social skills training for young people with autism spectrum disorders', Journal of Intellectual and Developmental Disability, vol. 43, no. 1, pp. 29-39. https://doi.org/10.3109/13668250.2017.1326587

School-based social skills training for young people with autism spectrum disorders. / Einfeld, Stewart; Beaumont, Renae; Clark, Trevor; Clarke, Kristina S; Costley, Debra; Gray, Kylie M.; Horstead, Sian K.; Redoblado Hodge, M. Antoinette; Roberts, Jacqueline; Sofronoff, Kate ; Taffe, John R.; Howlin, Patricia.

In: Journal of Intellectual and Developmental Disability, Vol. 43, No. 1, 2018, p. 29-39.

Research output: Contribution to journalArticleResearchpeer-review

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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

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