Journal of Autism and Developmental Disorders

, Volume 37, Issue 8, pp 1605–1615

Brief Report: Group Social-Multimodal Intervention for HFASD

Authors

    • School of EducationBar-Ilan University
Brief Report

DOI: 10.1007/s10803-006-0246-3

Cite this article as:
Bauminger, N. J Autism Dev Disord (2007) 37: 1605. doi:10.1007/s10803-006-0246-3

Abstract

Current study is the second part of a 2-year cognitive-behavioral-ecological (CB-E) intervention for high-functioning (HF) children with autism spectrum disorder (ASD). We examined the utility of a group-centered intervention on children’s ability to interact cooperatively with peers during structured and non-structured social situations. Direct (e.g., social problem solving) and indirect (theory of mind; executive function) treatment effects on social cognitive capabilities were also examined. Participants were 26 preadolescent HF children with ASD. Study results demonstrated direct and indirect treatment effects on social cognition and mixed results regarding children’s social interaction capabilities. Although children’s cooperative capabilities within the intervention group improved, dyadic, and group social interactions during school recess did not. Discussion focused on the utility of such group-intervention in increasing social functioning.

Keywords

High-functioning children with autismAsperger syndromeSocial skill interventionCognitive behavior therapyGroup intervention

Copyright information

© Springer Science+Business Media, LLC 2006