Fridell Anna, Coco Christina, Borg Anna, Bölte Sven
Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden.
Front Psychol. 2023 Jul 27;14:1128288. doi: 10.3389/fpsyg.2023.1128288. eCollection 2023.
Differences in socio-communicative behaviors contribute to social challenges for autistic learners at school and, in turn, are associated with increased risks of educational underachievement, social exclusion, and mental health issues. Given that intervention delivery in natural contexts may enhance skills generalization, build support capacities in society, and have practical advantages for youth and families, SKOLKONTAKT™ has been adapted from the clinically based social skills group training KONTAKT™ for mainstream educational settings to mitigate these risks.
A pilot, randomized controlled trial with active controls was conducted in a mainstream Swedish high school. Autistic learners and students with social skills challenges ( = 33; = 17.5) were randomized to SKOLKONTAKT™ ( = 17) or active control ( = 16). Efficacy was measured at post and follow-up (3 months) on social skills [Social Skills Group Assessment Questionnaire (SSGQ); primary outcome] by parent-, self-, and (masked) teacher-report as well as self-reported life quality and social goal attainment.
Despite COVID-19 challenges, 70.6% ( = 12) completed SKOLKONTAKT™, and 87.5% ( = 14) completed control groups. SKOLKONTAKT™ improved on a series of items on SSGQ as well as subjective life quality beyond controls. A larger proportion of social goals were attained, and side-effects were of little impact and proportionally fewer in SKOLKONTAKT™.
SKOLKONTAKT™ is a safe, feasible, and promising intervention option for autistic learners in mainstream educational settings. A larger-scale study is desirable to confirm the effects identified in this pilot study.
社会交往行为的差异给自闭症学习者在学校带来了社交挑战，进而与学业成绩不佳、社会排斥和心理健康问题的风险增加相关。鉴于在自然情境中提供干预可能会提高技能的泛化能力、增强社会支持能力，并对青少年及其家庭具有实际优势，SKOLKONTAKT™已从基于临床的社交技能小组训练KONTAKT™改编而来，用于主流教育环境，以降低这些风险。
在瑞典一所主流高中进行了一项有积极对照的试点随机对照试验。将自闭症学习者和有社交技能挑战的学生（n = 33；平均年龄 = 17.5岁）随机分为SKOLKONTAKT™组（n = 17）或积极对照组（n = 16）。在干预后及随访（3个月）时，通过家长报告、自我报告和（盲法）教师报告，以及自我报告的生活质量和社会目标达成情况，对社交技能[社交技能小组评估问卷（SSGQ）；主要结果]进行疗效评估。
尽管面临新冠疫情挑战，仍有70.6%（n = 12）的学生完成了SKOLKONTAKT™训练，87.5%（n = 14）的学生完成了对照组训练。与对照组相比，SKOLKONTAKT™在SSGQ的一系列项目以及主观生活质量方面都有改善。实现社会目标的比例更高，且SKOLKONTAKT™的副作用影响较小，出现比例也更低。
对于主流教育环境中的自闭症学习者，SKOLKONTAKT™是一种安全、可行且有前景的干预选择。需要进行更大规模的研究来证实本试点研究中发现的效果。
