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J Autism Dev Disord (2007) 37:16051615 DOI 10.1007/s10803-006-0246-3

BRIEF REPORT

Brief Report: Group Social-Multimodal Intervention for HFASD

Nirit Bauminger

Published online: 27 October 2006 Springer Science+Business Media, LLC 2006

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 childrens 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 childrens social interaction capabilities. Although childrens 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 autism Asperger syndrome Social skill intervention Cognitive behavior therapy Group intervention

Introduction

Ongoing group interactions comprise a unique area of difculty for high-functioning (HF) children with autism spectrum disorder (ASD), inasmuch as such interactions require complex listening skills, theory of mind capabilities, and conversational and cooperative skills (Travis & Sigman, 1998; Sigman & Ruskin, 1999; Klin & Volkmar, 2000), which are considered to be core decits in ASD (American Psychiatric Association, 2000). However, the social-emotional decit in ASD is multifaceted and encompasses difculties in social cognitive processes (e.g., social-emotional knowledge, social problem solving) in addition to childrens difculties in peer group interaction (Howlin, 1998; Klin & Volkmar, 2000; Krasny, Williams, Provencal, & Ozonoff, 2003; Frith, 2004). Thus, intervention should be designed to enhance integral social-emotional functioning in HF children with ASD, including their social interaction and social cognitive capabilities.

The current study is part of a 2-year comprehensive project examining the effectiveness of a multi-modal cognitive-behavioral (e.g., Hart & Morgan, 1993; Ronen, 1998), ecological (Bronfenbrenner, 1979, 1992), social skills training (SST) intervention. This SST aimed to enhance social-emotional understanding and dyadic and group cooperative social interaction with peers among HF children with ASD over 2 years: individual training in the rst year and group training in the second year. A more thorough description of the social-emotional decit and of...