Marro Bianca M, Kang Erin, Hauschild Kathryn M, Normansell Karys M, Abu-Ramadan Tamara M, Lerner Matthew D
Stony Brook University, Stony Brook, New York.
Bull Menninger Clin. 2019 Summer;83(3):301-325. doi: 10.1521/bumc.2019.83.3.301.
Youth with autism spectrum disorder (ASD) experience deficits in social knowledge. It has long been theorized that these youth must learn these skills explicitly, and social skills interventions (SSIs) have followed suit. Recently, performance-based SSIs have emerged, which promote in vivo opportunities for social engagement without explicit instruction. Effects of performance-based SSIs on social knowledge have not been examined. This study employs two discrete samples (one lab-based, one community-based) of youth with ASD to examine the effects of performance-based interventions on social knowledge. Results largely support the efficacy and effectiveness of improving social knowledge by performance-based interventions without explicit teaching. This indicates that youth with ASD may be able to learn these aspects of social cognition implicitly, rather than exclusively explicitly. The results of the current study also suggest that SSI content, dosage, and intensity may relate to these outcomes, which are important considerations in clinical practice and future studies.
患有自闭症谱系障碍（ASD）的青少年在社会知识方面存在缺陷。长期以来，理论认为这些青少年必须明确学习这些技能，社会技能干预（SSI）也随之而来。最近，基于表现的SSI出现了，它在没有明确指导的情况下促进了社交参与的实际机会。基于表现的SSI对社会知识的影响尚未得到研究。本研究采用两个不同的样本（一个基于实验室，一个基于社区）的患有ASD的青少年，以检验基于表现的干预对社会知识的影响。结果在很大程度上支持了在没有明确教学的情况下通过基于表现的干预来提高社会知识的有效性和实效性。这表明患有ASD的青少年可能能够隐性地学习社会认知的这些方面，而不是仅仅通过显性方式。当前研究的结果还表明，SSI的内容、剂量和强度可能与这些结果相关，这在临床实践和未来研究中是重要的考虑因素。
