Table 4.
Description of programs targeting social competence evaluated via a randomised controlled trial
| Program | Description | Aim | Principles | Components | Targeted skills | Session format |
|---|---|---|---|---|---|---|
| KONTAKT®a | Structured manualised SSGP | Improve social interaction and motivation, communication, awareness of self and others, problem-solving, and self-confidence | CBT, computer-based cognitive training, behavioural activation, psychoeducation, observational learning, and parent involvement | Individualised goals, group rules, group discussions, role play, emotion-processing training, group activities, tailored homework, and unstructured socialisation. Extended version: leading a session (including activities and discussion), activities outside the clinic (real-life practice) | Verbal and nonverbal Conversational skills, learning about autism, group situations, understanding oneself and others, handling misunderstandings, disagreements, sarcasm, rejection, teasing & bullying, humour, new situations, staying in contact | Opening the session, Homework assignment follow-up, group exercise, snack time, Group discussion, homework assignment, closing the session |
| MASSIb | Structured psychosocial program | Promoting social skills development | CBT, psychoeducation, ABA, Individual & group therapy, parent education, didactic teaching | Individualised plan, emphasis on corrective, positive social learning experiences, modelling new skills, feedback, and explicit teaching about autism and anxiety | Verbal and nonverbal Conversational skills, learning about autism and anxiety, group situations, emotion regulation, handling rejection | NA |
| PEERS®c | Manualised parent-assisted SSGP | Learning how to make and maintain friends | Psychoeducation, CBT, didactic teaching, parent involvement (PwP: peer mediation) | Homework assignments, concrete behavioural rules, modelling and role-play, practising the newly learned skill, individualised homework | Conversational and friendship skills, handling misunderstandings, disagreements, sarcasm, rejection, teasing, bullying, bad reputations, rumours & gossip, humour, good sportsmanship, get-togethers | Review homework (P/T), parent education (P), social skills lesson (role-play & feedback) (P), Assigning new Homework (P), review the session (P & T) |
| SDARId | Unstructured performance-based SSGP | Experience in successful engagement in social skills. motivating interactions | Social performance approach, with minimal didactic teaching | Structured and unstructured activities | Verbal and nonverbal conversational skills, understanding oneself and others, Cooperation, self-regulation | Activities, free play break, games |
| SENSE Theatre®e | A semistructured theatre-based program | Improve interaction with peers in natural settings and take part in two public performances | Experiential techniques, peer mediation, behavioural techniques | Modelling, directed verbal and nonverbal communication, role-play, improvising, play performance, imaginative play, and interacting with trained NT youth. Roles assigned by program directors (based on age, verbal ability, participant interests, and special talents) | NA | NA |
| SOSTA-FRAf | Highly structured manualised SSGP | Improve social motivation, social cognition, self-regulation, and social interaction with peers | CBT, operant behavioural techniques, computer-based training, observational techniques, parent involvement | Group rules, session-specific individual goals, guided discussions, focussing on individual experience, role-play with feedback), group play, computer-based emotion recognition, training of daily situations, homework | Verbal and nonverbal conversational skills, group situations, understanding oneself and others, handling teasing & bullying, social problem solving, goal setting, self & emotion regulation | opening group round, homework discussion, session-specific topic discussion, games, session-specific homework, Closing round with feedback |
| STARTg | Socialisation program | Improve social knowledge, motivation, and social skills | Experiential and didactic techniques, peer mediation | Discussions, social goals, unstructured socialisation, role play, structured activities, social homework, individually targeted social skills | Verbal and nonverbal conversational skills, group situations, friendship skills, handling misunderstandings, disagreements, sarcasm & rejections, humour, coping strategies, empathy, good sportsmanship, cooperation, phone, and social media, get-togethers | Individual therapeutic check-in session, a group unstructured socialisation time, a group discussion and practice of a social skill topic, a structured group activity, and an individual checkout session with parent involvement |