Designing Social Competence Interventions to Match ASD Subtype Characteristics: A Pilot Study

Background: Youth with ASD experience social competence deficits that impact their ability to make and sustain friendships, initiate and maintain social interactions, and understand emotions in themselves and others.Without targeted intervention services, these youth often exhibit problematic social behaviors and can become socially withdrawn, which negatively impacts their quality of life and can lead to other developmental skill deficits.

Objectives: This study piloted a Social Competence Intervention (SCI), designed to impact social competence performance for a specific ASD subtype characterized by a diagnosis of an ASD, a FS IQ 75+, and the ability to pass a first order theory of mind assessment and the Faux Pas Test. The curriculum utilized primarily cognitive-behavioral intervention targeting social cognition deficits as characterized by a theory of mind deficit (TOM), defecits in executive functioning (EF) and an inability to recognize emotions (Soloman et al, 2004).

Methods: The pilot study employed a three-tiered assessment methodology to determine programmatic effectiveness, and the impact of the intervention curriculum on functional characteristics of the subtype. Common screening and standardized tools designed to assess ToM, EF and facial recognition were administered pre and post. Curriculum based measures assess key programmatic features at specific points during the 10 weeks, and individualized measures monitoring individualized goals.

Results: Initial results on seven 11-14 year old males in the subtype indicate substantial growth on the SRS (Constantino, 2002), with a mean raw score decrease(improvement) of 33 points. Mean improvement on the TOPS was 13.5%; on the Faux Pas test was 9.6%; and on the Reading the Mind in the Eyes test was 7.1%. Additional analyses are pending on the DANVA and the BRIEF.

Conclusions: Results indicate promise for enhanced response to treatment in the area of designing interventions that target ASD subtypes. Implications for interdisciplinary research in this area should be streamlined.