Gates Jacquelyn A, Kang Erin, Lerner Matthew D
Stony Brook University, United States.
Stony Brook University, United States.
Clin Psychol Rev. 2017 Mar;52:164-181. doi: 10.1016/j.cpr.2017.01.006. Epub 2017 Jan 18.
Group-based social skills interventions (GSSIs) are widely used for treating social competence among youth with autism spectrum disorder (ASD), but their efficacy is unclear. Previous meta-analysis of the literature on well-designed trials of GSSIs is limited in size and scope, collapsing across highly heterogeneous sources (parents; youths; teachers; observers; behavioral tasks). The current meta-analysis of randomized control trials (RCTs) was conducted to ascertain overall effectiveness of GSSIs and differences by reporting sources. Nineteen RCTs met inclusion criteria. Results show that overall positive aggregate effects were medium (g=0.51, p<0.001). Effects were large for self-report (g=0.92, p<0.001), medium for task-based measures (g=0.58, p<0.001), small for parent- and observer-report (g=0.47 and 0.40, respectively, p<0.001), and nonsignificant for teacher-report (p=0.11). Moderation analyses of self-report revealed the effect was wholly attributable to youth reporting that they learned about skilled social behaviors (social knowledge; g=1.15, p<0.01), but not that they enacted them (social performance; g=0.28, p=0.31). Social skills interventions presently appear modestly effective for youth with ASD, but may not generalize to school settings or self-reported social behavior.
基于群体的社交技能干预（GSSIs）被广泛用于治疗自闭症谱系障碍（ASD）青少年的社交能力，但其效果尚不清楚。先前对精心设计的GSSIs试验文献的荟萃分析在规模和范围上有限，涵盖了高度异质的来源（父母；青少年；教师；观察者；行为任务）。当前对随机对照试验（RCTs）的荟萃分析旨在确定GSSIs的总体有效性以及不同报告来源之间的差异。19项RCTs符合纳入标准。结果表明，总体积极综合效应中等（g = 0.51，p < 0.001）。自我报告的效应较大（g = 0.92，p < 0.001），基于任务的测量效应中等（g = 0.58，p < 0.001），父母和观察者报告的效应较小（分别为g = 0.47和0.40，p < 0.001），教师报告的效应不显著（p = 0.11）。对自我报告的调节分析表明，效应完全归因于青少年报告他们了解了熟练的社交行为（社交知识；g = 1.15，p < 0.01），但不是他们实施了这些行为（社交表现；g = 0.28，p = 0.31）。目前，社交技能干预对患有ASD的青少年似乎有一定效果，但可能无法推广到学校环境或自我报告的社交行为中。
