Effectiveness of social skills training interventions for children with autism spectrum disorder: A systematic review and meta-analysis.

OBJECTIVES

To evaluatethe effectiveness of social skills training (SST) interventions for children with autism spectrum disorder (ASD).

METHODS

A systematic review and meta-analysis were carried out to identify relevant studies published between 2000-2023. The study was conductedin accordance with the PRISMA guidelines. Studies were included if they met the following criteria: randomized controlled trials (RCTs) or quasi-RCTs, participants were children with ASD aged 3-18 years, SST interventions were delivered individually or in groups, and social skills were assessed using standardized measures. Effect sizes were calculated using Cohen's d, and meta-analyses were carried out using a random-effects model.

RESULTS

A total of 17 studies were included in the meta-analysis. The overall effect size for SST interventions was 0.28-0.60 (95% confidence interval: [0.23-0.41]), indicating a small to moderate effect. Social skills training interventions were effective in improving a range of social skills, including social communication, reciprocity, and joint attention.

CONCLUSION

Social skills training interventions demonstrate modest to moderate effectiveness in improving social skills in children with ASD, with outcomes varying depending on intervention type, participant characteristics, and implementation fidelity. While SST interventions offer potential benefits, they should be considered as one component of a broader, individualized treatment plan for children with ASD, rather than a standalone solution..