The Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with A
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ORIGINAL ARTICLE
The Effectiveness of a School‑Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism Phoebe P. P. Cheung1 · Ted Brown2 · Mong‑lin Yu2 · Andrew M. H. Siu1
© Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study evaluates the efficacy of a school-based social cognitive intervention for children with autism. Seventy-four children and adolescents were taught visually scaffolded, theory of mind-based social skills program. Using a mixed-methods approach, children’s social competence was assessed at pre-test and post-test. Compared to a waitlist control group, children in the intervention group demonstrated significantly greater gains on theory-of-mind and social skill measures. Focus groups and interviews were conducted to explore parents’ views and generalization of children’s social skills across settings. Children’s social participation exhibited improvement in home, community, and school settings. The study findings offer promising evidence for a cost-effective program and support of the school-based social skills intervention for children with ASD in Hong Kong context. Keywords Social skills training · Autism · Social participation · Social-cognitive intervention · Theory of mind
Introduction Autism spectrum disorder (ASD) is a developmental disability that not only affects individuals, but also hinders their relationships with family, school, and community (Barnhill et al. 2002; Maenner et al. 2020). According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5; American Psychiatric Association [APA] 2013), people with ASD typically exhibit qualitative impairments in communication and social interaction across multiple contexts. Marked deficits in social reciprocity are * Phoebe P. P. Cheung [email protected] Ted Brown [email protected] Mong‑lin Yu mong‑[email protected] Andrew M. H. Siu [email protected] 1
Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong
Department of Occupational Therapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, VIC, Australia
2
postulated to be the core and most defining characteristic of ASD (American Psychiatric Association 2013). The resulting consequence of social dysfunction can be disabling (Attwood 1998; Bellini et al. 2007). Autism manifests uniquely in each child, with varying degrees of severity, but profoundly affects school-aged children with the ASD diagnosis. For example, limited social interaction, poor weak eye contact and inability to read social cues from others in their living environment can disrupt children’s ability to form and maintain social relationships. The repetitive, ritualized patterns of verbal and non-verbal behavior may hinder their communication skills. These difficulties may result in increased anxiety and withdrawal, and possibly lead to more marked outcomes such as socia
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