Effectiveness of Social Skills Training Groups in Persons with Severe Mental Illness: A Pre–Post Intervention Study

Background: The study aimed to evaluate the effectiveness of a social skills training program provided at the occupational therapy unit of a tertiary care center in India. Methods: The study used a pre–post interventional design where 101 consecutive patients with a diagnosis of schizophrenia or bipolar affective disorder, between 18 and 60 years, who provided written informed consent, were assessed on the Vellore Assessment of Social Performance (VASP) during the first week of attendance (baseline). Subsequently, they were enrolled in a six-session social skills group training program for two weeks. They were assessed on the VASP after one week (midterm assessment) and at the end (posttest) of the intervention. A follow-up assessment was done two weeks after cessation of the intervention. The participants were also scored on the Brief Psychiatric Rating Scale (BPRS) at four time points. Results: Repeated measures ANOVA revealed significant differences in the VASP scores between time points, that is, F(baseline, midterm) = −4.34 and P = 0.001; F (baseline, postgroup) = −6.92 and P = 0.001; and F (baseline, follow-up) = −8.71 and P = 0.001. The correlation between the BPRS and VASP scores was also significant at each time point. Conclusion: The social skills group training protocol seems to be effective and feasible for the Indian population. Since conducting multicenter clinical trials might not always be possible in resource-constrained settings, this study might be considered preliminary evidence for context-specific, peer-/family-supported social skills training.

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

Rare variants in the outcome of social skills group training for autism

Background Exome sequencing has been proposed as the first-tier genetic testing in autism spectrum disorder (ASD). Here, we performed exome sequencing in autistic individuals with average to high intellectual abilities (N = 207) to identify a molecular diagnosis of ASD and genetic modulators of intervention outcomes following social skills group training (SSGT) or standard care. Methods Within a randomized controlled trial of SSGT, we performed exome sequencing to prioritize variants of clinical significance (VCSs), variants of uncertain significance (VUSs) and generated a pilot scheme to calculate genetic scores representing the genetic load of rare and common variants in the synaptic transmission pathway (GSSyTr and GSSyTc). The association with the primary outcomes (parent-reported autistic traits, Social Responsiveness Scale) was computed using a mixed linear model. Behavioral and genetic features were combined in a machine learning (ML) model to predict the individual response within the cohort. Results In total, 4.4% (n = 9) and 11.3% (n = 23) of the cohort carried VCSs and VUSs, respectively. Compared to non-carriers, individuals with VCS or VUS together tended to have limited improvements of the interventions (β = 9.22; CI (-0.25, 18.70); P = 0.057) and improved significantly less from standard care (β = 9.35; CI (0.70, 18.00); P = 0.036), but not from SSGT (β = -2.50; CI (-13.34, 8.35); P = 0.65). In addition, both GSSyTr and GSSyTc were associated with differential outcomes in standard care and SSGT groups. Our ML model showed the importance of rare variants for outcome prediction. Conclusions Autistic individuals with likely pathogenic rare variants identified by exome sequencing might benefit less from the standard care. SSGT could therefore be of heightened importance for this subgroup. Further studies are needed to understand genetic predisposition to intervention outcomes.

“I just want to stay out there all day”: A Case Study of Two Special Educators and Five Autistic Children Learning Outside at School

School is often stressful for autistic students. Similarly, special educators are susceptible to burnout because of the unique demands of their jobs. There is ample evidence that spending time outside, particularly in nature, has many positive effects on mental, emotional, and physical wellbeing. In this case study of two special educators and five autistic students in a social skills group at an elementary school in the southeastern United States, we sought to identify the effects of moving the class outside several times per week. Findings indicated that while there were challenges, the autistic children experienced numerous affordances that supported development toward achieving Individualized Education Plan goals. Moreover, there were also notable positive effects for the special educators. We found that even with little prior experience, learning outside is possible and beneficial to everyone involved.

Formative Assessment in Business and Entrepreneurship Education in Poland

This study aims to investigate the overall process of implementing formative assessment and teaching practices in business schools in Poland. Formative assessment shows how useful and impactful is engaging students in the process of acquiring knowledge, solving teamwork business case studies, dealing with simulated business decisions instead of taking and passing final exams. Students majoring in business in Polish universities need to rely on multiple feedback information from formative assessment to evaluate their knowledge performance and improve their practical business and social skills. Group interaction and communication are also essential channels for them to self-assess and peer-assess, to take advantage of own strengths and to overcome own weaknesses. The study employed questionnaire survey, in-depth interviews and observations as the research methods. The results of this study showed that students majoring in business in post-communist states like Poland, compared to students in Western countries, need to be involved more in formative assessment practices which help them to shift away from traditional process of acquiring knowledge to focus rather on acquiring real-life business skills and capacities.

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

Social skills group training (SSGT) is a frequently used behavioral intervention in autism spectrum disorder (ASD), but the effects are moderate and heterogeneous. Here, we analyzed the effect of polygenic risk score (PRS) and common variants in gene sets on the intervention outcome. Participants from the largest randomized clinical trial of SSGT in ASD to date were selected (N = 188, 99 from SSGT, 89 from standard care) to calculate association between the outcomes in the SSGT trial and PRSs for ASD, attention-deficit hyperactivity disorder (ADHD), and educational attainment. In addition, specific gene sets were selected to evaluate their role on intervention outcomes. Among all participants in the trial, higher PRS for ADHD was associated with significant improvement in the outcome measure, the parental-rated Social Responsiveness Scale. The significant association was due to better outcomes in the standard care group for individuals with higher PRS for ADHD (post-intervention: β = −4.747, P = 0.0129; follow-up: β = −5.309, P = 0.0083). However, when contrasting the SSGT and standard care group, an inferior outcome in the SSGT group was associated with higher ADHD PRS at follow-up (β = 6.67, P = 0.016). Five gene sets within the synaptic category showed a nominal association with reduced response to interventions. We provide preliminary evidence that genetic liability calculated from common variants could influence the intervention outcomes. In the future, larger cohorts should be used to investigate how genetic contribution affects individual response to ASD interventions.