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

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

Authors

Stewart L. Einfeld

Renae Beaumont

Trevor Clark

Kristina S. Clarke

Kylie M. Gray

Siân K. Horstead

M. Antoinette Redoblado Hodge

Jacqueline Roberts

Kate Sofronoff

John R. Taffe

Patricia Howlin



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.

Journal Article Type Article
Publication Date Jan 2, 2018
Journal Journal of Intellectual & Developmental Disability
Print ISSN 1366-8250
Electronic ISSN 1469-9532
Publisher Taylor & Francis
Peer Reviewed Peer Reviewed
Volume 43
Issue 1
Pages 29-39
APA6 Citation Einfeld, S. L., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K. M., …Howlin, P. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual and Developmental Disability, 43(1), 29-39. doi:10.3109/13668250.2017.1326587
DOI https://doi.org/10.3109/13668250.2017.1326587
Keywords autism spectrum disorder; social skills training; school
Publisher URL https://www.tandfonline.com/doi/full/10.3109/13668250.2017.1326587
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline....cope&journalCode=cjid20
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