A multi-component social skills intervention for children with Asperger syndrome: the Junior Detective Training Program
Abstract
BACKGROUND: The study aimed to investigate the effectiveness of a new multi-component social skills intervention for children with Asperger syndrome (AS): The Junior Detective Training Program. This 7-week program included a computer game, small group sessions, parent training sessions and teacher handouts. METHOD: Forty-nine children with AS were recruited to participate and randomly assigned to intervention (n = 26) or wait-list control (n = 23) conditions. RESULTS: Relative to children in the wait-list group, program participants showed greater improvements in social skills over the course of the intervention, as indicated by parent-report measures. Teacher-report data also confirmed that children receiving the intervention made significant improvements in social functioning from pre- to post-treatment. Treatment group participants were better able to suggest appropriate emotion-management strategies for story characters at post-intervention than at pre-intervention, whereas control participants were not. However, there was no difference in the improvements made by children in the intervention and control conditions on facial expression and body-posture recognition measures. Follow-up data suggested that treatment gains were maintained by children at 5-months post-intervention. CONCLUSIONS: The Junior Detective Training Program appeared to be effective in enhancing the social skills and emotional understanding of children with AS. Limitations and suggestions for future research are discussed.
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Results of randomized controlled trials show that serious games have the potential to be used as a whole or part of treatment for mental health disorders.
“Results of these randomized controlled trials (RCTs) show that serious games have the potential to be used as a whole or part of treatment for mental health disorders (34, 35).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
Beaumont and Sofronoff and Tanaka et al. had facial expression as a common primary outcome measure.
“Beaumont and Sofronoff (35) and Tanaka et al. (63) had facial expression as common primary outcome measure.”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
Two studies used serious games to address symptoms of ASD.
“Two studies used serious games to address symptoms of ASD (35, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
Three studies used serious games that can be categorized in two genres, namely, goal-oriented and problem-solving.
“Three studies used serious games that can be categorized in two genres, namely, goal-oriented and problem-solving (34, 35, 60).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
Three of the 10 studies also had psychoeducation as a purpose.
“Three of these 10 studies also had psychoeducation as a purpose (34, 35, 60).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
The ASD games are based on the theory of enhancement of emotional understanding and social skills through training.
“The games are based on the theory of enhancement of emotional understanding and social skills (35) through training.”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
The goal-oriented and problem-solving game Junior Detective Training Program (JDTP) was used in order to reduce social skills impairment.
“The goal-oriented and problem-solving game Junior Detective Training Program (JDTP) was used in order to reduce social skills impairment (35).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
Eight studies used serious games that were designed as such, and two studies used an existing entertainment game for a serious purpose (purpose-shifted).
“Eight studies used serious games that were designed as such (34, 35, 58–63). Two studies used an existing entertainment game for a serious purpose (purpose-shifted) (48, 64).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
One ASD study used emotion recognition and emotion management as primary outcome measures.
“As primary outcome measures, one study used emotion recognition (facial expression and body posture) and emotion management (Dylan is being teased, a coping with bullying test and James and the Maths Test, a coping with anxiety test) (35).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
ASD was the focus of two studies.
“ASD was the focus of two studies (35, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
Three studies reported that research assistants were blinded for the outcome assessment.
“Three studies reported that research assistants were blinded for the outcome assessment (35, 59, 60).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
The group that aimed at ASD-related symptoms was shown to have a moderate non-significant effect size [g = 0.46 (95% CI 0.10-0.81, NNT = 3.91)].
“The group that aimed at ASD-related symptoms such as lowered ability of recognition skills (35, 63) was shown to have a moderate non-significant (P > 0.05) effect size [g = 0.46 (95% CI 0.10–0.81, NNT = 3.91)].”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
Four studies had a high likelihood of incomplete outcome data.
“Four studies had a high likelihood of incomplete outcome data (35, 58, 60, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
The group targeting clinical participants showed a moderate effect size of [g = 0.59 (95% CI 0.18-0.99, NNT = 3.09)].
“The group targeting clinical participants (with diagnosed mental disorder) (35, 59, 61, 63) showed a moderate effect size of [g = 0.59 (95% CI 0.18–0.99, NNT = 3.09)]”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
The group targeting youth (≤18) was shown to have a moderate effect size [g = 0.70 (95% CI 0.32-1.07, NNT = 2.63)].
“The group targeting youth (≤18) (34, 35, 59–61, 63) was shown to have a moderate effect size [g = 0.70 (95% CI 0.32–1.07, NNT = 2.63)]”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
The majority of studies focused on youth and young adults especially for ASD, ADHD, and depression.
“The majority of studies focused on youth and young adults especially for ASD, ADHD, and depression (34, 35, 59–61, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [35]
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- Authors
- Beaumont, R., & Sofronoff, K.
- Affiliations
- The University of Queensland (AU)
- Corresponding author
- Sofronoff, Kate
- ORCID
- Beaumont, Renae
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2008-06-28
- Volume
- 49
- Issue
- 7
- Pages
- 743-753
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- OpenAlex
- W2109060706
- Cited by
- 384
- References
- 23
- Citations by year
- 2026: 18 · 2025: 23 · 2024: 26 · 2023: 20 · 2022: 19 · 2021: 27 · 2020: 24 · 2019: 19 · 2018: 26 · 2017: 29 · 2016: 20 · 2015: 28 · 2014: 25 · 2013: 24 · 2012: 21
- FWCI
- 6.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Griffith University
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Social Skills and Education
- Keywords
- Asperger syndrome, social skills intervention, video games, emotion recognition, emotional management, parent training, small group sessions, social functioning, facial expression recognition, posture recognition, maintenance therapy
- MeSH terms
- Behavior Therapy, Child, Combined Modality Therapy, Education, Emotions, Facial Expression, Female, Follow-Up Studies, Generalization, Psychological, Humans, Male, Nonverbal Communication, Personality Assessment, Play and Playthings, Psychotherapy, Group, Social Behavior, Therapy, Computer-Assisted, Token Economy, Personal Construct Theory, Asperger Syndrome
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