CoChat
Sign Up
Cited by 268Autism Spectrum Disorder ResearchBehavioral and Psychological StudiesChild Nutrition and Feeding Issues

The DOI matches its Crossref record; 28 of the 28 references it cites were found in a registry or an index.

Social skills interventions for the autism spectrum: essential ingredients and a model curriculum

Krasny, Lori, Williams, Brenda J, Provencal, Sherri, Ozonoff, Sally·2003·Child and Adolescent Psychiatric Clinics of North America
DOI 10.1016/s1056-4993(02)00051-2
Open this paper in CoChat — free account

Abstract

This article outlines the ingredients the authors feel are critical to making social skills interventions successful for children with autism spectrum disorders. The authors described basic principles for teaching social skills that capitalize on the strengths of such children, while specifically addressing their deficits. The authors applied these widely used principles to group social skills intervention. In particular, social skills groups for children with ASD need to break down complex social behaviors into concrete steps and rules that can be memorized and practiced in a variety of settings. Abstract concepts must be made concrete through a variety of visual, tangible, "hands-on" activities that make socialization fun. Visual structure and predictable routines are essential. Also critical to the success of social skills intervention are instruction and activities that provide necessary support for the language abilities of the participants. A variety of learning opportunities must be used to teach the goals and skills most relevant to children with ASD. These skills must be integrated as intervention progresses. Furthermore, interactions that require the children to focus on peers create a positive social group culture. Within this culture and environment, self-awareness and positive self-esteem can be fostered. A behavior plan that specifies individual goals for group members and a specific system for delivering rewards should be included. Other important ingredients include generalization, which is encouraged through community outings, skill practice in more naturalistic settings, and collaboration with parents and teachers to work on skills outside the group intervention. Weekly therapy does little to change basic deficits of ASD unless there is daily practice and reinforcement of the skills being learned in more natural situations. The authors hope that outlining these principles and specific techniques will encourage more clinicians to offer social skills groups and thus increase their availability around the nation and world. Continued research and treatment for social skills is necessary to provide much needed empiric evidence to determine effectiveness of such interventions.

Overview

Integrity signals

Registry

Crossref · 10.1016/s1056-4993(02)00051-2

Cites

28 of 28 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 28 references

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Krasny, L., Williams, B. J., Provencal, S., & Ozonoff, S.
Affiliations
  • University of Utah (US)
  • UC Davis Health (US)
Corresponding author
Krasny, Lori
ORCID
Ozonoff, Sally
Venue
Child and Adolescent Psychiatric Clinics of North America
Publisher
Elsevier BV
Published
2003-01
Volume
12
Issue
1
Pages
107-122
ISSN
1056-4993 (ISSN-L)
DOI
10.1016/s1056-4993(02)00051-2
OpenAlex
W1987769886
Cited by
268
References
28
Citations by year
2026: 4 · 2025: 4 · 2024: 8 · 2023: 15 · 2022: 9 · 2021: 15 · 2020: 15 · 2019: 14 · 2018: 8 · 2017: 19 · 2016: 7 · 2015: 9 · 2014: 13 · 2013: 24 · 2012: 24
FWCI
3.43
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Child and Adolescent Psychiatric Clinics of North America (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
Keywords
autism spectrum disorder, social skills intervention, social skills groups, group therapy, curriculum development, visual supports, language support, peer interaction, self-esteem, behavior plans, reward systems, generalization
MeSH terms
Adolescent, Autistic Disorder, Behavior Therapy, Child, Child, Preschool, Communication, Group Processes, Humans, Self Concept, Social Behavior, Socialization, Asperger Syndrome

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review