Journal of Autism and Developmental Disorders

, Volume 37, Issue 5, pp 808–817

A Comparison of Two Group-Delivered Social Skills Programs for Young Children with Autism

  • K. A. Kroeger
  • Janet R. Schultz
  • Crighton Newsom
Original Paper

DOI: 10.1007/s10803-006-0207-x

Cite this article as:
Kroeger, K.A., Schultz, J. & Newsom, C. J Autism Dev Disord (2007) 37: 808. doi:10.1007/s10803-006-0207-x


A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.


AutismSocial skillsGroup interventionsEarly interventionEmpirical design

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  • K. A. Kroeger
    • 1
    • 2
  • Janet R. Schultz
    • 1
  • Crighton Newsom
    • 3
  1. 1.Xavier UniversityCincinnatiUSA
  2. 2.Kelly O’Leary Center for Autism Spectrum Disorders, MLC 4002Cincinnati Children’s Hospital Medical CenterCincinnatiUSA
  3. 3.Southwest Ohio Developmental CenterBataviaUSA