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Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial
Social skills group training (SSGT) is widely used for intellectually able children and adolescents with autism spectrum disorder (ASD). Previous studies indicate small to moderate effects on social communication capacities. The duration of most available programs is relatively short, and extended t...
Autores principales: | , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Berlin Heidelberg
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6510850/ https://www.ncbi.nlm.nih.gov/pubmed/29748736 http://dx.doi.org/10.1007/s00787-018-1161-9 |
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author | Jonsson, Ulf Olsson, Nora Choque Coco, Christina Görling, Anders Flygare, Oskar Råde, Anna Chen, Qi Berggren, Steve Tammimies, Kristiina Bölte, Sven |
author_facet | Jonsson, Ulf Olsson, Nora Choque Coco, Christina Görling, Anders Flygare, Oskar Råde, Anna Chen, Qi Berggren, Steve Tammimies, Kristiina Bölte, Sven |
author_sort | Jonsson, Ulf |
collection | PubMed |
description | Social skills group training (SSGT) is widely used for intellectually able children and adolescents with autism spectrum disorder (ASD). Previous studies indicate small to moderate effects on social communication capacities. The duration of most available programs is relatively short, and extended training might lead to further improvement. This randomized controlled trial compared an extended 24-week version of the SSGT program KONTAKT with standard care. The weekly sessions gradually shifted in content from acquisition of new skills to real-world application of the acquired skills. A total of 50 participants with ASD (15 females; 35 males) aged 8–17 years were included. The study was conducted at two child and adolescent psychiatry outpatient units in Sweden. The primary outcome was the Social Responsiveness Scale–Second Edition (SRS-2) rated by parents and blinded teachers. Secondary outcomes included parent- and teacher-rated adaptive behaviors, trainer-rated global functioning and clinical severity, and self-reported child and caregiver stress. Assessments were made at baseline, posttreatment, and at 3-months follow-up. Parent-rated SRS-2 scores indicated large effects posttreatment [− 19.2; 95% CI − 29.9 to − 8.5; p < .001, effect size (ES) = 0.76], which were maintained at follow-up (− 20.7; 95% CI − 31.7 to − 9.7; p < .0001, ES = 0.82). These estimates indicate substantially larger improvement than previously reported for shorter SSGT. However, the effects on teacher-rated SRS-2 and most secondary outcomes did not reach statistical significance. Our results suggest added benefits of extended SSGT training, implying that service providers might reach better results by optimizing the delivery of SSGT. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s00787-018-1161-9) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-6510850 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Springer Berlin Heidelberg |
record_format | MEDLINE/PubMed |
spelling | pubmed-65108502019-05-28 Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial Jonsson, Ulf Olsson, Nora Choque Coco, Christina Görling, Anders Flygare, Oskar Råde, Anna Chen, Qi Berggren, Steve Tammimies, Kristiina Bölte, Sven Eur Child Adolesc Psychiatry Original Contribution Social skills group training (SSGT) is widely used for intellectually able children and adolescents with autism spectrum disorder (ASD). Previous studies indicate small to moderate effects on social communication capacities. The duration of most available programs is relatively short, and extended training might lead to further improvement. This randomized controlled trial compared an extended 24-week version of the SSGT program KONTAKT with standard care. The weekly sessions gradually shifted in content from acquisition of new skills to real-world application of the acquired skills. A total of 50 participants with ASD (15 females; 35 males) aged 8–17 years were included. The study was conducted at two child and adolescent psychiatry outpatient units in Sweden. The primary outcome was the Social Responsiveness Scale–Second Edition (SRS-2) rated by parents and blinded teachers. Secondary outcomes included parent- and teacher-rated adaptive behaviors, trainer-rated global functioning and clinical severity, and self-reported child and caregiver stress. Assessments were made at baseline, posttreatment, and at 3-months follow-up. Parent-rated SRS-2 scores indicated large effects posttreatment [− 19.2; 95% CI − 29.9 to − 8.5; p < .001, effect size (ES) = 0.76], which were maintained at follow-up (− 20.7; 95% CI − 31.7 to − 9.7; p < .0001, ES = 0.82). These estimates indicate substantially larger improvement than previously reported for shorter SSGT. However, the effects on teacher-rated SRS-2 and most secondary outcomes did not reach statistical significance. Our results suggest added benefits of extended SSGT training, implying that service providers might reach better results by optimizing the delivery of SSGT. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1007/s00787-018-1161-9) contains supplementary material, which is available to authorized users. Springer Berlin Heidelberg 2018-05-10 2019 /pmc/articles/PMC6510850/ /pubmed/29748736 http://dx.doi.org/10.1007/s00787-018-1161-9 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 Jonsson, Ulf Olsson, Nora Choque Coco, Christina Görling, Anders Flygare, Oskar Råde, Anna Chen, Qi Berggren, Steve Tammimies, Kristiina Bölte, Sven Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial |
title | Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial |
title_full | Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial |
title_fullStr | Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial |
title_full_unstemmed | Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial |
title_short | Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial |
title_sort | long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial |
topic | Original Contribution |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6510850/ https://www.ncbi.nlm.nih.gov/pubmed/29748736 http://dx.doi.org/10.1007/s00787-018-1161-9 |
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