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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
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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.

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

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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

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