Using a CBT Approach to teach Social Skills to Adolescents with High-Functioning Autism: Evaluating Changes through a Multiple Baseline Design

Social skills deficits are one of the hallmark features of adolescents with high-functioning autism spectrum disorders (HFASD).

Yet there are few social skills interventions developed specifically for them, and even fewer have carried out social skills training in school settings.

Hence, this thesis investigates the effectiveness of a school-based group intervention to improve the social functioning of adolescents with HFASD.

The Review Paper presents a systematic literature review examining the effectiveness of group-based social skills interventions for adolescents with HFASD.

Twelve studies were identified and evaluated against several accepted standards of scientific quality which included both randomised group studies and carefully controlled single-subject research designs.

Overall evidence suggests that group-based social skills interventions are a promising approach to treat social deficits in adolescents with HFASD.

However, future research should consider the developmental needs of adolescents with HFASD, intervention contexts, and methodological robustness so as to increase internal and external validity.

The Empirical Paper examines changes in social functioning of nine adolescents with HFASD following the implementation of a brief cognitive behavioural therapy group intervention by trained school personnel.

An adapted version of an evidence-based intervention (adapted to make it more accessible for the target population and setting) was conducted in four schools in Singapore.

Using a mixed pre-post and multiple baseline design, data were collected through multi-informant and multi-method approaches.

Analysed at both group and individual levels, results revealed a significant improvement in participants' social skills and knowledge, and a significant reduction in their social anxiety.

Participants reported positive changes in how they think, feel, and behave in challenging social situations

 Visual analysis of participants' in vivo behavioural observations demonstrated a progressive trend in increased positive interactions and decreased negative interactions with peers.

Improvements were maintained at a 14–week follow–up assessment. Recommendations and implications for future research and practice were discussed.

The Dissemination and Impact Paper positions the current thesis as a practice-based research and highlights the type of research impact it aspires to make.

Dissemination pathways and strategies to impact a variety of academic and professional stakeholders were highlighted.