Effectiveness of Structured Social Skills Training on Social Interaction, Communication, and Social Participation in Children with Autism Spectrum Disorder

Abstract

Children suffering from Autism Spectrum Disorder (ASD) show notable impairments in their social interaction skills because of their inability to communicate properly. In the present study, the researcher used the quasi-methodological approach for evaluating the efficacy of the social skills training intervention on the social interaction skills of children suffering from ASD. Grouping the children suffering from the disorder and their caretakers into different groups has provided the researcher the scope for conducting an efficient study on the subject under consideration. In the present study, 100 children suffering from ASD and belonging to the aged group of 3-6 years were randomly assigned equally to both the intervention group and the control group. For the children suffering from the disorder who formed the intervention group, the researcher used the structurally prepared social skills training combined with play activities and the involvement of the caretakers for the children during the study intervention for the period of six months. Similarly, the children suffering from the disorder who formed the control group underwent the regular therapy during the same period for the intervention group of the study. The outcomes were also measured through standardized observational checklists before and after intervention. The results showed that children in the intervention group showed significant improvement in social interaction, communication skills, skill application in a natural environment, and social participation compared to those in the control group (p < 0.001). Children in the intervention also showed a marked improvement in pre-post scores in social interaction skills and communication skills as part of the SST. The results show that SST, as a specific intervention, is a useful method of enhancing functional outcomes in children diagnosed with ASD, thus encouraging a better sense of inclusion in society.