Table 1.
Summary of studies examining the effects of training social skills to adolescents with high-functioning autism.
| Author(s). (year) | Research approach | Sample size, age range, IQ | Sessions (number and total duration) | Parents involvement | Source of information | Intervention |
|---|---|---|---|---|---|---|
| Webb et al. (2004) | Quantitative | 10 boys 12–17 74–126 |
10 weeks 2 sessions per week 13 hrs |
No | Parents | SCORE |
| Tse et al. (2007) | Quantitative | 21 boys and 25 girls (46) 13–18 Above 70 |
12 weeks 12–18 hrs | No | Parents | Behavioral (role play) |
| White et al. (2009) | Quantitative | 2 boys and 2 girls, 12–14 117 |
17 weeks 17 hrs | Yes | Parents | Multi-Component Integrated Treatment (MCIT) |
| Herbrecht et al. (2009) | Quantitative | 15 boys and 2 girls (17) 13–19 93 |
17 sessions, 36 hrs | No | Experts, parents, teachers and double-blind video | KONTAKT1 |
| Laugeson et al. (2009), | Quantitative | 28 boys and 5 girls (33) 13–17 96 |
12 weeks 18 hrs | Yes | Parents | PEERS |
| Stichter et al. (2010) | Quantitative | 29 boys 11–14 77–142 |
10 weeks, twice a week, 20 hrs |
No | Parents | Group-based Social Competence Intervention (SCI) |
| White et al. (2010) | Quantitative | 14 boys and 1 girl (15) 11–14 93 |
16 weeks, 20 hrs | No | Parents, teachers | Social Development Program |
| Lerner et al. (2011) | Quantitative | 8 boys and 1 girl (9) 11–17 Above 70 |
6 weeks, 5hrs weekly,145 hrs | No | Parent, self-report | SDARI2 |
| Lerner and Mikami (2012) | Quantitative | 13 boys 10–12 Above 70 |
4 weeks, 6 hrs | No | Parents, teachers, expert, peers | SDARI |
| Laugeson et al. (2012) | Quantitative | 23 boys and 5 girls (28) 12–17 94 |
14 weeks, 21 hrs | Yes | Parents, teachers | PEERS |
| White et al. (2013) | Quantitative | 23 boys and 7 girls (30) 12–17 100 |
14 weeks, 35 hrs | Yes | Parents | Multimodal Anxiety and Social Skills Intervention (MASSI) |
| McMahon et al. (2013) | Quantitative | 9 boys and 5 girls (14) 10–16 103 |
22 weeks, every two weeks 33 hrs |
No | Parents | Behavioral (Social Skills Training Program) |
| Chen et al. (2015) | Quantitative | 2 boys and 1 girl (3) 10–13 100–101 |
7 weeks, 9 hrs | No | Parents, expert | Augmented reality-based self-facial modeling |
| Chung et al. (2016) | Quantitative | 17 boys and 3 girls (20) 80 |
6 weeks, thrice a week, 18 hrs | No | Parents, experts(fMRI) | Prosocial online game-CBT and offline-CBT |
| Pouretemad et al. (2016) | Quantitative | 12 11–16 Above 70 |
10 weeks, 15 hrs | No | Parents | Behavioral |
| Hood et al. (2017) | Qualitative | 1 boy and 1 girl (2) 15–16 Above 70 |
10 weeks, 15 hrs | No | Self-reports, parents | Behavioral |
| Murphy et al. (2018) | Qualitative | 4 boys 11–15 Above 70 |
9 weeks, 8 hrs | No | Expert observation | Superheroes social skills program |
| Choque Olsson et al. (2017) | Quantitative | 208 boys and 88 girls (296) 8–17 97 |
12 weeks, 18 hrs | Yes | Parents, teachers | KONTAKT |
| Liu et al. (2018) | Quantitative | 43 boys and 6 girls (49) 6–18 Above 70 |
10 weeks, 15 hrs | No | Parents, self-reports | Theory of mind performance training |
| Bambara et al. (2018) | Quantitative | 3 boys and 1 girl (4) 14–20 Above 70 |
12–16 weeks, 3–4 sessions in per week, 15 hrs | No | Teachers, experts | Multicomponent peer-mediated intervention |