Summary of the Systematic Review
Article Citation
Social Skills Development in Children With Autism Spectrum Disorders: A Review of the Intervention Research
Williams White, S., Koenig, K., et al. (2007).
Journal of Autism and Developmental Disorders, 37(10), 1858-1868.
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Conclusions from this Systematic Review
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Promising teaching strategies for social skills training include: teaching social scripts, modeling and role-play, differential reinforcement, peer involvement, multiple trainers, parent involvement, practice in natural environments, fostering self-awareness, errorless teaching, and defining concrete social rules.
Maps:
Autism
Although empirical support for this approach is incomplete, group-based social skills training may be a useful intervention for children and adolescents on the autism spectrum.
Maps:
Autism
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Article Details
Description
This review investigates the effecticacy of social skills training interventions using a group format in school-age children and adolescents on the autism spectrum.
Years Searched
1985-2006
Study Designs Included
Published research studies; unpublished dissertations (not further specified)
Number of Studies
14
Sponsoring Body
National Institutes of Mental Health Childhood Neuropsychiatric Disorders Training Grant, Yale University Child Study Center; Organization for Autism Research
What is the difference between a conclusion and a recommendation?
A conclusion summarizes the findings of a systematic review and discusses the interpretation of the findings beyond what is reported statistically. Systematic reviews provide conclusions about the body of scientific evidence and describe the extent to which various assessment, treatment, or service delivery approaches are supported by the evidence, but typically stop short of making specific recommendations for clinical practice. A recommendation states what should or should not be done in clinical practice. Guidelines provide recommendations based on the body of evidence or based on consensus from experts in the field.