Lynch School of Education, Boston College, Chestnut Hill, USA.
J Autism Dev Disord. 2018 Mar;48(3):953-964. doi: 10.1007/s10803-017-3400-1.
By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these goals. We offer an explanation for these potentially null effects by illustrating how the content of these curricula diverge from empirical evidence derived from disciplines that take social interaction as their object of study. Next, we argue that employing the social rules advocated for by SST curricula may work counterproductively by inhibiting authenticity, while at the same time increasing stigma associated with ASD. We close with suggestions for future intervention research.
通过教授被认为对社交能力必要的社会规则，社交技能训练（SST）课程旨在改善自闭症谱系障碍（ASD）个体的幸福感指标，例如获得有意义的友谊。然而，最近的几项荟萃分析表明，SST 课程可能无法实现这些目标。我们通过说明这些课程的内容如何与从将社交互动作为研究对象的学科中得出的经验证据相背离，为这些潜在的无效效果提供了解释。接下来，我们认为，采用 SST 课程所倡导的社交规则可能会适得其反，因为它会抑制真实性，同时增加与 ASD 相关的污名。最后，我们提出了未来干预研究的建议。
