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Exploring Interventions Used to Teach Friendship Skills to Children and Adolescents with High-Functioning Autism: a Systematic Review

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Abstract

Social skill deficits prevalent in individuals with high-functioning autism (HFA) often lead to challenges in forming friendships with peers. The present study reviews the research base to evaluate interventions which focus on teaching friendship-related social skills to children and adolescents with HFA. Twelve studies were identified for inclusion. Studies were summarized in terms of participant characteristics, study design, target friendship social skills, intervention characteristics, intervention outcomes, generalisation and maintenance outcomes, and social validity. Research quality was also systematically assessed. All included studies reported positive outcomes. However, generalisation data were limited; only three studies measured social validity. The literature review offers some considerations for use within educational practice to teach these skills.

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Authors and Affiliations

  1. School of Psychology, National University of Ireland, Galway, Ireland

    Regina Brady, Alessia Maccarrone, Jennifer Holloway, Ciara Gunning & Cressida Pacia

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  1. Regina Brady
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  2. Alessia Maccarrone
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  3. Jennifer Holloway
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  5. Cressida Pacia
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Correspondence to Jennifer Holloway.

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Brady, R., Maccarrone, A., Holloway, J. et al. Exploring Interventions Used to Teach Friendship Skills to Children and Adolescents with High-Functioning Autism: a Systematic Review. Rev J Autism Dev Disord 7, 295–305 (2020). https://doi.org/10.1007/s40489-019-00194-7

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