Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders

TLDR

This study compared a peer‑mediated and a child‑assisted intervention to improve social skills in high‑functioning children with autism in general‑education classrooms. Sixty children were randomized in a 2×2 factorial design to control, PEER, CHILD, or combined conditions, receiving 12 weekly sessions over six weeks with a three‑month follow‑up and outcomes measured by self, peer, teacher reports and playground observations. Children receiving the PEER intervention showed significant gains in social network salience, friendship nominations, teacher‑rated classroom social skills, and reduced playground isolation, with these improvements maintained at three months.

Abstract

Background: This study compared two interventions for improving the social skills of high functioning children with autism spectrum disorders in general education classrooms. One intervention involved a peer‐mediated approach (PEER) and the other involved a child‐assisted approach (CHILD). Method: The two interventions were crossed in a 2 × 2 factorial design yielding control, PEER, CHILD, and both PEER and CHILD conditions. Sixty children participated from 56 classrooms in 30 schools. Interventions involved 12 sessions over 6 weeks, with a 3‐month follow‐up. Outcome measures included self, peer and teacher reports of social skills and independent weekly observations of children on their school playground over the course of the intervention. Results: Significant improvements were found in social network salience, number of friendship nominations, teacher report of social skills in the classroom, and decreased isolation on the playground for children who received PEER interventions. Changes obtained at the end of the treatment persisted to the 3‐month follow‐up. Conclusions: These data suggest that significant improvements can be made in peer social connections for children with autism spectrum disorders in general education classrooms with a brief intervention, and that these gains persist over time.