To help offer the best experience possible, Guilford uses cookies on its site. By browsing here, you acknowledge our terms of use. For more information, see our Cookie Policy.
You can also read Guilford's Privacy Policy.

×
Skip to main content

Everything you need with Guilford's 30-day ALL ACCESS pass, just $49.95 | Click on any article to purchase  

Search
Search
Quick Search anywhere
Advanced Search
Skip main navigation

Social performance–based interventions promote gains in social knowledge in the absence of explicit training for youth with autism spectrum disorder

Published Online:September 2019https://doi.org/10.1521/bumc.2019.83.3.301

Abstract

Youth with autism spectrum disorder (ASD) experience deficits in social knowledge. It has long been theorized that these youth must learn these skills explicitly, and social skills interventions (SSIs) have followed suit. Recently, performance-based SSIs have emerged, which promote in vivo opportunities for social engagement without explicit instruction. Effects of performance-based SSIs on social knowledge have not been examined. This study employs two discrete samples (one lab-based, one community-based) of youth with ASD to examine the effects of performance-based interventions on social knowledge. Results largely support the efficacy and effectiveness of improving social knowledge by performance-based interventions without explicit teaching. This indicates that youth with ASD may be able to learn these aspects of social cognition implicitly, rather than exclusively explicitly. The results of the current study also suggest that SSI content, dosage, and intensity may relate to these outcomes, which are important considerations in clinical practice and future studies.

References

  • Baron-Cohen S., , & Glidden L. M. (2001). Theory of mind and autism: A review. International Review of Research in Mental Retardation, 23, 169–184. Crossref, Google Scholar
  • Barrera M. E., , & Maurer D. (1981). The perception of facial expressions by the three-month-old. Child Development, 52, 203–206. Crossref Medline, Google Scholar
  • Bauminger N., , & Kasari C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447–456. Crossref Medline, Google Scholar
  • Bellesi G., , Jameel L., , Vyas K., , Crawford S., , & Channon S. (2016). Using and reasoning about social strategies in autism spectrum disorder in everyday situations. Research in Autism Spectrum Disorders, 25, 112–121. Crossref, Google Scholar
  • Bishop-Fitzpatrick L., , Mazefsky C. A., , Eack S. M., , & Minshew N. J. (2017). Correlates of social functioning in autism spectrum disorder: The role of social cognition. Research in Autism Spectrum Disorders, 35, 25–34. Crossref Medline, Google Scholar
  • Bornstein M. H., , Putnick D. L., , Cote L. R., , Haynes O. M., , & Suwalsky J. T. (2015). Mother-infant contingent vocalizations in 11 countries. Psychological Science, 26, 1272–1284. Crossref Medline, Google Scholar
  • Callenmark B., , Kjellin L., , Rönnqvist L., , & Bölte S. (2014). Explicit versus implicit social cognition testing in autism spectrum disorder. Autism, 18, 684–693. Crossref Medline, Google Scholar
  • Cicchetti D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6, 284–290. Crossref, Google Scholar
  • Corbett B. A., , Key A. P., , Qualls L., , Fecteau S., , Newsom C., , Coke C., , & Yoder P. (2016). Improvement in social competence using a randomized trial of a theatre intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 658–672. doi: 10.1007/s10803-015-2600-9 Crossref Medline, Google Scholar
  • Corbett B. A., , Swain D. M., , Coke C., , Simon D., , Newsom C., , Houchins-Juarez N., , … Song Y. (2014). Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention. Autism Research, 7(1), 4–16. doi: 10.1002/aur.1341 Crossref Medline, Google Scholar
  • Gates J. A., , Kang E., , & Lerner M. (2017). Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, 52, 164–181. doi: 10.1016/j.cpr.2017.01.006 Crossref Medline, Google Scholar
  • Golan O., , Ashwin E., , Granader Y., , McClintock S., , Day K., , Leggett V., , & Baron-Cohen S. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40, 269–279. doi: 10.1007/s10803-009-0862-9 Crossref Medline, Google Scholar
  • Greimel E., , Schulte-Rüther M., , Kamp-Becker I., , Remschmidt H., , Herpertz-Dahlmann B., , & Konrad K. (2014). Impairment in face processing in autism spectrum disorder: A developmental perspective. Journal of Neural Transmission, 121, 1171–1181. Crossref Medline, Google Scholar
  • Gresham F. M. (1997). Social competence and students with behavior disorders: Where we've been, where we are, and where we should go. Education and Treatment of Children, 20, 233–249. Google Scholar
  • Guivarch J., , Murdymootoo V., , Elissalde S.-N., , Salle-Collemiche X., , Tardieu S., , Jouve E., , & Poinso F. (2017). Impact of an implicit social skills training group in children with autism spectrum disorder without intellectual disability: A before-and-after study. PLoS One, 12(7), e0181159. Crossref Medline, Google Scholar
  • Guli L. A., , Semrud-Clikeman M., , Lerner M., , & Britton N. (2013). Social Competence Intervention Program (SCIP): A pilot study of a creative drama program for youth with social difficulties. Arts in Psychotherapy, 40(1), 37–44. doi: 10.1016/j.aip.2012.09.002 Crossref, Google Scholar
  • Hanley J. A., , Negassa A., , Edwardes M. D., , & Forrester J. E. (2003). Statistical analysis of correlated data using generalized estimating equations: An orientation. American Journal of Epidemiology, 157, 364–375. Crossref Medline, Google Scholar
  • Hesselmark E., , Plenty S., , & Bejerot S. (2014). Group cognitive behavioural therapy and group recreational activity for adults with autism spectrum disorders: A preliminary randomized controlled trial. Autism, 18, 672–683. doi: 10.1177/1362361313493681 Crossref Medline, Google Scholar
  • Hobson R. P. (2013). The coherence of autism. Autism, 18, 6–16. doi: 10.1177/1362361313497538 Crossref Medline, Google Scholar
  • Hutchins T. L., , Prelock P. A., , & Bonazinga L. (2012). Psychometric evaluation of the Theory of Mind Inventory (ToMI): A study of typically developing children and children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 327–341. Crossref Medline, Google Scholar
  • Jones C. R., , Simonoff E., , Baird G., , Pickles A., , Marsden A. J., , Tregay J., , … Charman T. (2018). The association between theory of mind, executive function, and the symptoms of autism spectrum disorder. Autism Research, 11, 95–109. Crossref Medline, Google Scholar
  • Kaufman A. S., , & Kaufman N. L. (2004). Kaufman Brief Intelligence Test–Second edition manual. Circle Pines, MN: American Guidance Service. Google Scholar
  • Klinger L. G., , Klinger M. R., , & Pohlig R. L. (2007). Implicit learning impairments in autism spectrum disorders. In Pérez J. M. (Ed.), New developments in autism: The future is today (pp. 76–103). Philadelphia, PA: Jessica Kingsley. Google Scholar
  • Laugeson E., , & Frankel F. (2006). Test of Adolescent Social Skills Knowledge. Unpublished manuscript. UCLA Parenting and Children's Friendship Program. Google Scholar
  • Laugeson E., , Frankel F., , Mogil C., , & Dillon A. R. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 596–606. Crossref Medline, Google Scholar
  • Lee K., , Anzures G., , Quinn P. C., , Pascalis O., , & Slater A. M. (2011). Development of face processing expertise. In Calder A. J., , Rhodes G., , Johnson M. H., , & Haxby J. V. (Eds.), Oxford handbook of face perception (pp. 753–778). Oxford, UK: Oxford University Press. Google Scholar
  • Legoff D. B., , & Sherman M. (2006). Long-term outcome of social skills intervention based on interactive LEGO© play. Autism, 10, 317–329. Crossref Medline, Google Scholar
  • Lerner M., , & Girard R. (2018). Appreciating and promoting social creativity in youth with Asperger's syndrome. In Kaufman S. B. (Ed.), Supporting and educating twice-exceptional children (pp. 203–214). New York, NY: Oxford University Press. Crossref, Google Scholar
  • Lerner M., , Girard R., , Culp M., , Cruwys S., , & Levine K. (2007). Spotlight Program manual. Danvers, MA: North Shore ARC. Google Scholar
  • Lerner M., , Hutchins T. L., , & Prelock P. A. (2011). Brief report: Preliminary evaluation of the Theory of Mind Inventory and its relationship to measures of social skills. Journal of Autism and Developmental Disorders, 41, 512–517. Crossref Medline, Google Scholar
  • Lerner M., , & Levine K. (2007). The Spotlight Program: An integrative approach to teaching social pragmatics using dramatic principles and techniques. Journal of Developmental Processes, 2, 91–102. Google Scholar
  • Lerner M., , & Lillard A. S. (2015). From false belief to friendship: Commentary on Fink, Begeer, Peterson, Slaughter, and de Rosnay. British Journal of Developmental Psychology, 33, 18–20. doi: 10.1111/bjdp.12070 Crossref Medline, Google Scholar
  • Lerner M., , & Mikami A. Y. (2012). A preliminary randomized controlled trial of two social skills interventions for youth with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27, 147–157. Crossref, Google Scholar
  • Lerner M., , & Mikami A. Y. (2013, April 19). Knowing what to do: The role of social knowledge in social deficits among youth with autism spectrum disorders. Paper presented at the 2013 biennial meeting of the Society for Research in Child Development, Seattle, WA. Google Scholar
  • Lerner M., , Mikami A. Y., , & Levine K. (2011). Socio-dramatic affective-relational intervention for adolescents with Asperger syndrome & high functioning autism: Pilot study. Autism, 15, 21–42. Crossref Medline, Google Scholar
  • Lerner M., , & White S. W. (2015). Moderators and mediators of treatments for youth with autism spectrum disorders. In Maric M., , Prins P. J. M., , & Ollendick T. H. (Eds.), Moderators and mediators of youth treatment outcomes (pp. 146–173). New York, NY: Oxford University Press. Crossref, Google Scholar
  • Lord C., , Rutter M., , DiLavore P., , Risi S., , Gotham K., , & Bishop S. (2012). Autism Diagnostic Observation Schedule–Second Edition (ADOS-2) manual (Part 1): Modules 1–4. Torrance, CA: Western Psychological Services. Google Scholar
  • Loveland K. A., , Pearson D. A., , Tunali-Kotoski B., , Ortegon J., , & Gibbs M. C. (2001). Judgments of social appropriateness by children and adolescents with autism. Journal of Autism and Developmental Disorders, 31, 367–376. doi: 10.1023/a:1010608518060 Crossref Medline, Google Scholar
  • Lozier L. M., , Cardinale E. M., , VanMeter J. W., , & Marsh A. A. (2014). Mediation of the relationship between callous-unemotional traits and proactive aggression by amygdala response to fear among children with conduct problems. JAMA Psychiatry, 71, 627–636. Crossref Medline, Google Scholar
  • Maedgen J., , & Carlson C. L. (2000). Social functioning and emotional regulation in the attention deficit hyperactivity disorder subtypes. Journal of Clinical Child Psychology, 29, 30–42. Crossref Medline, Google Scholar
  • Matson J. L., , Matson M. L., , & Rivet T. T. (2007). Social-skills treatments for children with autism spectrum disorders: An overview. Behavior Modification, 31, 682–707. doi: 10.1177/0145445507301650 Crossref Medline, Google Scholar
  • McGinnis E., , & Goldstein A. P. (1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching prosocial skills. Champaign, IL: Research Press. Google Scholar
  • McMahon C. M., , Lerner M., , & Britton N. (2013). Group-based social skills interventions for adolescents with higher-functioning autism spectrum disorder: A review and looking to the future. Adolescent Health, Medicine and Therapeutics, 4, 23–28. Google Scholar
  • Mendelson J. L., , Gates J. A., , & Lerner M. (2016). Friendship in school-age boys with autism spectrum disorders: A meta-analytic summary and developmental, process-based model. Psychological Bulletin, 142, 601–622. doi: 10.1037/bul0000041 Crossref Medline, Google Scholar
  • Mesibov G. B. (1984). Social skills training with verbal autistic adolescents and adults: A program model. Journal of Autism and Developmental Disorders, 14, 395–404. Crossref Medline, Google Scholar
  • Michelson L., , & Wood R. (1982). Development and psychometric properties of the Children's Assertive Behavior Scale. Journal of Behavioral Assessment, 4, 3–13. Crossref, Google Scholar
  • Nowicki S. (2004). Manual for the Receptive Tests of the Diagnostic Analysis of Nonverbal Accuracy 2. Atlanta, GA: Emory University. Google Scholar
  • Ozonoff S., , & Miller J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25, 415–433. Crossref Medline, Google Scholar
  • Paynter J., , & Peterson C. C. (2013). Further evidence of benefits of thought-bubble training for theory of mind development in children with autism spectrum disorders. Research in Autism Spectrum Disorders, 7, 344–348. doi: 10.1016/j.rasd.2012.10.001 Crossref, Google Scholar
  • Rhodes M. G., , & Anastasi J. S. (2012). The own-age bias in face recognition: A meta-analytic and theoretical review. Psychological Bulletin, 138, 146–174. Crossref Medline, Google Scholar
  • Rump K. M., , Giovannelli J. L., , Minshew N. J., , & Strauss M. S. (2009). The development of emotion recognition in individuals with autism. Child Development, 80, 1434–1447. Crossref Medline, Google Scholar
  • Rutter M., , Bailey A., , & Lord C. (2003). The Social Communication Questionnaire. Torrance, CA: Western Psychological Servuces. Google Scholar
  • Seger C. A. (1994). Implicit learning. Psychological Bulletin, 115, 163–196. Crossref Medline, Google Scholar
  • Shulman C., , Guberman A., , Shiling N., , & Bauminger N. (2012). Moral and social reasoning in autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 1364–1376. Crossref Medline, Google Scholar
  • Smith T., , Scahill L., , Dawson G., , Guthrie D., , Lord C., , Odom S., , … Wagner A. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 37, 354–366. doi: 10.1007/s10803-006-0173-3 Crossref Medline, Google Scholar
  • Solomon M., , Goodlin-Jones B. L., , & Anders T. F. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger's syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34, 649–668. Crossref Medline, Google Scholar
  • Song Y., , & Hakoda Y. (2018). Selective impairment of basic emotion recognition in people with autism: Discrimination thresholds for recognition of facial expressions of varying intensities. Journal of Autism and Developmental Disorders, 48, 1886–1894. Crossref Medline, Google Scholar
  • Spence S. H. (1991). Developments in the assessment of social skills and social competence in children. Behaviour Change, 8, 148–166. Crossref, Google Scholar
  • Tanaka J. W., , Wolf J. M., , Klaiman C., , Koenig K., , Cockburn J., , Herlihy L., , … McPartland J. C. (2012). The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let's Face It! Emotion Skills Battery. Journal of Child Psychology and Psychiatry, 53, 1259–1267. Crossref Medline, Google Scholar
  • Travis L., , Sigman M., , & Ruskin E. (2001). Links between social understanding and social behavior in verbally able children with autism. Journal of Autism and Developmental Disorders, 31, 119–130. doi: 10.1023/a:1010705912731 Crossref Medline, Google Scholar
  • Trentacosta C. J., , & Fine S. E. (2010). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review. Social Development, 19, 1–29. Crossref Medline, Google Scholar
  • Trevisan D. A., , & Birmingham E. (2016). Are emotion recognition abilities related to everyday social functioning in ASD? A meta-analysis. Research in Autism Spectrum Disorders, 32, 24–42. Crossref, Google Scholar
  • Wellman H. M., , Baron-Cohen S., , Caswell R., , Gomez J. C., , Swettenham J., , Toye E., , & Lagattuta K. (2002). Thought-bubbles help children with autism acquire an alternative to a theory of mind. Autism, 6, 343–363. doi: 10.1177/1362361302006004003 Crossref Medline, Google Scholar
  • White S. W., , Keonig K., , & Scahill L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868. doi: 10.1007/s10803-006-0320-x Crossref Medline, Google Scholar
  • Wojnilower D. A., , & Gross A. M. (1988). Knowledge, perception, and performance of assertive behavior in children with learning disabilities. Journal of Learning Disabilities, 21, 109–117. Crossref Medline, Google Scholar
  • Yamnill S., , & McLean G. N. (2001). Theories supporting transfer of training. Human Resource Development Quarterly, 12, 195–208. Crossref, Google Scholar
Previous article
Next article