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

In 122 high-functioning children with autism spectrum disorder (ASD; 9–13 years; 19 girls), we investigated the effectiveness of a 15-session social skills group training (SST) with and without parent and teacher involvement (PTI) in a randomized controlled trial with three conditions: SST (n = 47),...

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Autores principales: Dekker, Vera, Nauta, Maaike H., Timmerman, Marieke E., Mulder, Erik J., van der Veen-Mulders, Lianne, van den Hoofdakker, Barbara J., van Warners, Sjoukje, Vet, Leonieke J. J., Hoekstra, Pieter J., de Bildt, Annelies
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Berlin Heidelberg 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6407743/
https://www.ncbi.nlm.nih.gov/pubmed/30032394
http://dx.doi.org/10.1007/s00787-018-1205-1
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author Dekker, Vera
Nauta, Maaike H.
Timmerman, Marieke E.
Mulder, Erik J.
van der Veen-Mulders, Lianne
van den Hoofdakker, Barbara J.
van Warners, Sjoukje
Vet, Leonieke J. J.
Hoekstra, Pieter J.
de Bildt, Annelies
author_facet Dekker, Vera
Nauta, Maaike H.
Timmerman, Marieke E.
Mulder, Erik J.
van der Veen-Mulders, Lianne
van den Hoofdakker, Barbara J.
van Warners, Sjoukje
Vet, Leonieke J. J.
Hoekstra, Pieter J.
de Bildt, Annelies
author_sort Dekker, Vera
collection PubMed
description In 122 high-functioning children with autism spectrum disorder (ASD; 9–13 years; 19 girls), we investigated the effectiveness of a 15-session social skills group training (SST) with and without parent and teacher involvement (PTI) in a randomized controlled trial with three conditions: SST (n = 47), SST–PTI (n = 51), and care-as-usual (CAU, n = 24). Hierarchical linear modeling was used for immediate and 6-month follow-up analyses. Measures were administered before randomization (blind), post-treatment and at follow-up (not blind). Trial registration: Dutch Trial Register; http://www.trialregister.nl; NTR2405. At post-treatment, children in both SSTs had improved significantly more than CAU on the primary outcome, Vineland Socialization (SST: Cohen’s d = 0.39; 95% CI − 2.23 to 3.11 and SST–PTI: d = 0.43; 95% CI − 2.19 to 3.15) and on the secondary outcome parent-SSRS “Cooperation” (SST: d = 0.43; 95% CI − 0.23 to 1.15 and SST–PTI: d = 0.45; 95% CI − 0.21 to 1.17), with no difference between post-treatment and follow-up. Additionally, children in SST–PTI improved significantly more on the teacher-SSRS than in CAU [“Cooperation” d =0.42 (95% CI − 0.33 to 1.13); “Assertion” d =0.34 (95% CI − 0.39 to 1.11); “Self-Control” d =0.61 (95% CI − 0.08 to 1.34)] and in SST [“Cooperation” d =0.34 (95% CI − 0.37 to 1.05); “Self-Control” d =0.59 (95% CI − 0.13 to 1.32)]. The current study corroborates earlier findings in smaller samples and wider age ranges, with small but statistically significant effects of SST for high-functioning pre-adolescent children with ASD. Parental and teacher involvement intensified treatment, yet did not yield an additional effect relative to SST for children only, as reported by parents. 6 months after training, no further improvement or decline was found. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s00787-018-1205-1) contains supplementary material, which is available to authorized users.
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spelling pubmed-64077432019-03-27 Social skills group training in children with autism spectrum disorder: a randomized controlled trial Dekker, Vera Nauta, Maaike H. Timmerman, Marieke E. Mulder, Erik J. van der Veen-Mulders, Lianne van den Hoofdakker, Barbara J. van Warners, Sjoukje Vet, Leonieke J. J. Hoekstra, Pieter J. de Bildt, Annelies Eur Child Adolesc Psychiatry Original Contribution In 122 high-functioning children with autism spectrum disorder (ASD; 9–13 years; 19 girls), we investigated the effectiveness of a 15-session social skills group training (SST) with and without parent and teacher involvement (PTI) in a randomized controlled trial with three conditions: SST (n = 47), SST–PTI (n = 51), and care-as-usual (CAU, n = 24). Hierarchical linear modeling was used for immediate and 6-month follow-up analyses. Measures were administered before randomization (blind), post-treatment and at follow-up (not blind). Trial registration: Dutch Trial Register; http://www.trialregister.nl; NTR2405. At post-treatment, children in both SSTs had improved significantly more than CAU on the primary outcome, Vineland Socialization (SST: Cohen’s d = 0.39; 95% CI − 2.23 to 3.11 and SST–PTI: d = 0.43; 95% CI − 2.19 to 3.15) and on the secondary outcome parent-SSRS “Cooperation” (SST: d = 0.43; 95% CI − 0.23 to 1.15 and SST–PTI: d = 0.45; 95% CI − 0.21 to 1.17), with no difference between post-treatment and follow-up. Additionally, children in SST–PTI improved significantly more on the teacher-SSRS than in CAU [“Cooperation” d =0.42 (95% CI − 0.33 to 1.13); “Assertion” d =0.34 (95% CI − 0.39 to 1.11); “Self-Control” d =0.61 (95% CI − 0.08 to 1.34)] and in SST [“Cooperation” d =0.34 (95% CI − 0.37 to 1.05); “Self-Control” d =0.59 (95% CI − 0.13 to 1.32)]. The current study corroborates earlier findings in smaller samples and wider age ranges, with small but statistically significant effects of SST for high-functioning pre-adolescent children with ASD. Parental and teacher involvement intensified treatment, yet did not yield an additional effect relative to SST for children only, as reported by parents. 6 months after training, no further improvement or decline was found. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s00787-018-1205-1) contains supplementary material, which is available to authorized users. Springer Berlin Heidelberg 2018-07-21 2019 /pmc/articles/PMC6407743/ /pubmed/30032394 http://dx.doi.org/10.1007/s00787-018-1205-1 Text en © The Author(s) 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
spellingShingle Original Contribution
Dekker, Vera
Nauta, Maaike H.
Timmerman, Marieke E.
Mulder, Erik J.
van der Veen-Mulders, Lianne
van den Hoofdakker, Barbara J.
van Warners, Sjoukje
Vet, Leonieke J. J.
Hoekstra, Pieter J.
de Bildt, Annelies
Social skills group training in children with autism spectrum disorder: a randomized controlled trial
title Social skills group training in children with autism spectrum disorder: a randomized controlled trial
title_full Social skills group training in children with autism spectrum disorder: a randomized controlled trial
title_fullStr Social skills group training in children with autism spectrum disorder: a randomized controlled trial
title_full_unstemmed Social skills group training in children with autism spectrum disorder: a randomized controlled trial
title_short Social skills group training in children with autism spectrum disorder: a randomized controlled trial
title_sort social skills group training in children with autism spectrum disorder: a randomized controlled trial
topic Original Contribution
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6407743/
https://www.ncbi.nlm.nih.gov/pubmed/30032394
http://dx.doi.org/10.1007/s00787-018-1205-1
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