Emotion-Based Social Skills Training for Children with Autism Spectrum Disorders

Background:

Children with Autism Spectrum Disorders (ASDs) are at risk of developing emotional and behavioural disorders (Brereton, et al., 2006; Leyfer, et al., 2006). Emotion-Based Social Skills (EBSST; Wong, Lopes & Heriot, 2010) for ASD was developed to promote mental health and well-being by developing emotion and social skills. Based on developmental models of emotional development and emotional intelligence (Mayer et al., 2000), EBSST comprises three modules: (1) Understanding Emotions; (2) Problem Solving and Perspective Taking; and (3) Managing Emotions. Child, parent, and teacher sessions are delivered to promote generalisation and maintenance of skills (Gresham, et al., 2001). Originally piloted in a clinical outpatient setting, EBSST for ASD was demonstrated to improve the social and emotional skills of children with ASD (Ratcliffe et al., in press). Outcomes from the pilot study indicated a larger trial of EBSST was warranted to determine efficacy.    

Objectives:

This study aimed to evaluate the efficacy of EBSST delivered in schools in promoting emotional, social skills and mental health in children with ASD. 

Methods:

Subjects were 174 children with ASD, aged 8 to 12 years old, their parents, teachers and school counsellors. EBSST was delivered by school counsellors as a manualised treatment program in schools across the state of New South Wales, Australia. Pre and post treatment data were collected on measures of mental health (Strengths and Difficulties Questionnaire/Developmental Behaviour Checklist) and emotion/social skills (Social Skills Improvement System, Social Reciprocity Scale, Emotions Development Questionnaire) as reported by children, parents, and teachers. T-tests were used to examine differences in scores on measures of mental health and emotion/social skills.

Results:

Results indicate that EBSST is effective in promoting social and emotional skills of children with ASD, as reported by parents and teachers, and child mental health, as reported by parents. Qualitative feedback from school counsellors indicated a need for EBSST delivery across whole school settings and to a wider range of children with social and emotional deficits.

 

Conclusions:

EBSST may be an effective intervention for promoting the mental health, social and emotional skills of children with ASD. Further research is indicated to examine the enhancement of generalisation of EBSST skills through delivery of EBSST across whole schools. There may be further applications of EBSST to other clinical populations with social and emotional deficits and further developments in EBSST through the use of interactive whiteboard technology.