A group intervention to enhance the social competence of adolescents with Asperger Syndrome or High Functioning Autism

Young people with Asperger Syndrome (AS) / High Functioning Autism (HFA) have difficulties with reciprocal social interaction and communication often leading to experiences of isolation, loneliness and bullying (Bauminger, Shulman & Agam, 2003).

This study aimed to evaluate the 'Developing Social Interaction and Understanding' program (Knott & Dunlop, 2007) through addressing the limitations of a previous effectiveness study.

A quasi-experimental within-subjects design was used to evaluate a 12 week school-based group intervention for 11 adolescents with AS/HFA. This focused on developing social understanding through interactions in a natural context.

Measures included: parent and teacher ratings of social skills and parent, teacher and pupil ratings of social competence.

Significant improvements in parent rated social skills, in comparison to a pre-intervention period, were maintained at follow-up and generalised into the home environment.

Pre-post individual parent ratings also showed marked changes in targeted areas. No significant improvements were found on teacher rated social skills or measures of social competence.

The implications of these findings for developing evidence-based practice for enhancing the social inclusion of adolescents with AS/HFA are discussed.