Using a CBT Approach to teach Social Skills to Adolescents with High-Functioning Autism: Evaluating Changes through a Multiple Baseline Design

Social skills deficits are one of the hallmark features of adolescents with high-functioning autism spectrum disorders (HFASD). Yet there are few social skills interventions developed specifically for them, and even fewer have... [ view full abstract ]

Social skills deficits are one of the hallmark features of adolescents with high-functioning autism spectrum disorders (HFASD). Yet there are few social skills interventions developed specifically for them, and even fewer have carried out social skills training in school settings. Hence, this study investigated the effectiveness of a school-based, group intervention to improve the social functioning of adolescents with HFASD.

The current study examined changes in social functioning of adolescents with HFASD following the implementation of a brief cognitive-behavioural therapy (CBT)-based intervention by trained school personnel. An adapted version of an evidence-based intervention (adapted to make it more accessible for the target population and setting) was conducted in four schools. Using a mixed pre-post and multiple baseline design, data were collected through multi-informant and multi-method approaches. Analysed at both group and individual levels, results revealed a significant improvement in participants’ social skills and knowledge, and a significant reduction in their social anxiety. Participants reported positive changes in how they think, feel, and behave in challenging social situations. Visual analysis of participants’ in vivo behavioural observations demonstrated a progressive trend in increased positive interactions and decreased negative interactions with peers. Improvements were maintained at a 14-week follow-up assessment. Recommendations and implications for future research and practice were discussed. Through practice-based research, this study has highlighted the role of an educational psychologist in empowering school personnel to deliver a manualised programme to improve the social skills of adolescents with HFASD and promoting home-school collaboration.

Approval for the study and consent procedures was obtained from the author's University Research Ethics Committee. In accordance with the British Society Code of Ethics and Conduct (2006), permission for participation and... [ view full abstract ]

Approval for the study and consent procedures was obtained from the author's University Research Ethics Committee. In accordance with the British Society Code of Ethics and Conduct (2006), permission for participation and informed consent were sought from all participants, schools and their parents. The researcher reassured all parties of their entitlement to confidentiality and their right to withdraw at any time from this study. No parent refused consent for their child’s participation in the study. No student declined to participate or subsequently withdrew. All names and identification of participants and schools were anonymised in all protocols and records. Data storage and processing completed in this study adhered with the UK Data Protection Act (1998).

There was no potential conflict of interest.