An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder

2016 ◽  
Vol 47 (2) ◽  
pp. 243-259 ◽  
Author(s):  
Justin B. Leaf ◽  
◽  
Jeremy A. Leaf ◽  
Christine Milne ◽  
Mitchell Taubman ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Skills Group ◽  
Skills Group

scholarly journals The influence of common polygenic risk and gene sets on social skills group training response in autism spectrum disorder

2019 ◽  
Author(s):  
Danyang Li ◽  
Nora Choque-Olsson ◽  
Hong Jiao ◽  
Nina Norgren ◽  
Ulf Jonsson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Group Training ◽  
Common Variants ◽  
Polygenic Risk ◽  
Gene Sets ◽  
Social Skills Group ◽  
Skills Group

AbstractSocial skills group training (SSGT) is one of the most frequently used behavior interventions in children and adolescents with autism spectrum disorder (ASD). Current evidence suggests that the effects are moderate and heterogeneous. Genetic predisposition could be one of the factors contributing to this heterogeneity. Therefore, we used polygenic risk score (PRS) and gene-set analysis to investigate the association between SSGT response and common variants in autistic individuals. Participants from the largest randomized clinical trial of SSGT in ASD to date were selected for genotyping. Polygenic risk scores (PRSs) for ASD, attention deficit hyperactivity disorder (ADHD), and educational attainment (EA) were calculated, and their associations with the intervention outcome at post-intervention and follow-up were tested using mixed linear model. In addition, thirty-two gene sets within five categories (synaptic, glial, FMRP, glutamate, and mitochondrial) were selected to evaluate their role in the intervention outcome. Individuals with higher PRSs for ASD and ADHD had inferior response after SSGT. After multiple test correction, significant results were kept for higher ADHD PRS at follow-up (β = 6.67, p = 0.016). Five gene sets within synaptic category showed modest association with reduced response to SSGT in ASD. Taken together, we provided preliminary evidence that genetic liability calculated using PRS and common variants in synapse gene sets could influence the outcome of SSGT. Our results hold promise for future research into the genetic contribution to individual response to ASD interventions, and should be validated in larger cohorts.

scholarly journals Social skills group training in children with autism spectrum disorder: a randomized controlled trial

2018 ◽  
Vol 28 (3) ◽  
pp. 415-424 ◽  
Author(s):  
Vera Dekker ◽  
Maaike H. Nauta ◽  
Marieke E. Timmerman ◽  
Erik J. Mulder ◽  
Lianne van der Veen-Mulders ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Randomized Controlled Trial ◽  
Social Skills ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Group Training ◽  
Randomized Controlled ◽  
Social Skills Group ◽  
Skills Group

Supporting Independence at Home of People with Autism Spectrum Disorder: Literature Review

2019 ◽  
Vol 87 (2) ◽  
pp. 100-116
Author(s):  
Justine Marcotte ◽  
Marie Grandisson ◽  
Claire Piquemal ◽  
Anabel Boucher ◽  
Marie-Ève Rheault ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Modeling ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Effective Interventions ◽  
Social Skills Group ◽  
Adolescents And Adults ◽  
Skills Group ◽  
At Home

Background. The integration of a life environment enabling people with autism spectrum disorder (ASD) to fully exercise their independence must be well prepared. Purpose. Review and describe interventions intended to develop the independence at home of people with ASD. Method. The PRISMA method was used to perform a systematic review based on 19 keywords, grouped under three concepts: (a) population age (adolescents and adults), (b) diagnosis (ASD), and (c) independence. Findings. Seven effective interventions were identified in the 20 selected articles: (a) video self-modeling, (b) video modeling, (c) behavioural interventions, (d) video prompting, (e) transition planning program, (f) training in the use of a cognitive aid, and (g) social skills group. Implications. The results of this review will help guide practitioners in the implementation of interventions that foster the development of independence at home of people with ASD.

Using Video Self-Modelling to Teach Combined Vocational and Social Skills to an Adult with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Nicholas Parsons ◽  
Fiore D'Aprano ◽  
Matthew Hughes ◽  
Annie Parish ◽  
Nasia Outsikas
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Vocational Skills ◽  
Baseline Design ◽  
Old Adult ◽  
Reading Order ◽  
Successful Employment ◽  
Employment Rates

Abstract Background, Aims and MethodsAdults with ASD have difficulty in learning vocational and social skills, which often translates into low employment rates. Video self-modelling (VSM) is an effective educational technique for low functioning individuals with Autism Spectrum Disorder, with the ability to teach challenging vocational skills as well as basic social skills. Procedures and Outcomes The present study examined the use of video self-modelling to teach these skills to a 22-year-old adult with Autism Spectrum Disorder. Target behaviours categories included (1) reading order forms, (2) transporting goods, and (3) engaging with customers. A multiple baseline design was used to evaluate the effectiveness of the videos in teaching these target behaviours. The dependent variables were the percentage of tasks completed correctly, and quantitative prompt dependency using a least to most prompting strategy. Results and Conclusions Results showed that VSM modestly improved reading order forms and transporting goods, and moderately improved engagement with customers. ImplicationsThis intervention resulted in the successful employment of an adult with ASD in a job that he specifically desired, whilst teaching him skills he specifically struggled with. As such, VSM should be considered for others wanting to learn combined social and vocational skills.

scholarly journals Dysfunctions in Infants’ Statistical Learning are Related to Parental Autistic Traits

2021 ◽  
Author(s):  
Bettoni Roberta ◽  
Valentina Riva ◽  
Chiara Cantiani ◽  
Elena Maria Riboldi ◽  
Massimo Molteni ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Statistical Learning ◽  
Crucial Role ◽  
Autistic Traits ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Statistical Structure ◽  
The Relationship ◽  
Visual Habituation

AbstractStatistical learning refers to the ability to extract the statistical relations embedded in a sequence, and it plays a crucial role in the development of communicative and social skills that are impacted in the Autism Spectrum Disorder (ASD). Here, we investigated the relationship between infants’ SL ability and autistic traits in their parents. Using a visual habituation task, we tested infant offspring of adults (non-diagnosed) who show high (HAT infants) versus low (LAT infants) autistic traits. Results demonstrated that LAT infants learned the statistical structure embedded in a visual sequence, while HAT infants failed. Moreover, infants’ SL ability was related to autistic traits in their parents, further suggesting that early dysfunctions in SL might contribute to variabilities in ASD symptoms.

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