Wolstencroft, J;
Kerry, E;
Denyer, H;
Watkins, A;
Mandy, W;
Skuse, D;
(2021)
New approaches to social skills training: Blended group interventions for girls with social communication difficulties.
Autism Research
, 14
(5)
pp. 1061-1072.
10.1002/aur.2495.
Preview |
Text (Article)
Wolstencroft_aur.2495.pdf - Published Version Download (274kB) | Preview |
Preview |
Text (Supporting information)
Wolstencroft_aur2495-sup-0001-supinfo.pdf - Published Version Download (264kB) | Preview |
Abstract
Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face‐to‐face group meetings. A systematic multiple‐case series design with case tracking was developed, comprising a 3‐month baseline, a 2‐month intervention and a 3‐month follow‐up period. Seven adolescents with Turner Syndrome and social communication difficulties (17–20 years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self‐esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre‐intervention baseline. This proof‐of‐principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties.
Archive Staff Only
 |
View Item |
