Social skills interventions for children with high-functioning autism spectrum disorders

While the number of children diagnosed with high-functioning autistism spectrum disorders (HFASD) continues to rise, the number of research-based methods to meet the needs of this population lags behind. Social dysfunction is perhaps the most pervasive and debilitating deficit for those diagnosed with HFASD. This article presents a narrative review of representative research conducted since the year 2000 concerning social skills interventions for school-aged children and adolescents with HFASD and presents conclusions based on the studies reviewed. Keywords social skills, interventions, high-functioning autism, Asperger’s syndrome It is in the area of social skills that the individual with a high-functioning autism spectrum disorder (HFASD) must work hardest to overcome deficits (Church, Alisanski, & Amanul-lah, 2000). Such problems include poor eye contact, lack of joint attention, pedantic or odd speech patterns, difficulty both initiating and maintaining conversations, lack of social problem-solving ability, lack of empathy, and difficulties interpreting body language. Some have characterized those with HFASD as lacking a theory of mind, that is, having an inability to understand the emotions and thoughts of others (Baron-Cohen, Leslie, & Frith, 1985). In addition, anxiety and depression seem to increase with the level of cognitive functioning for individuals on the autistic spectrum (Farru-gia & Hudson, 2006). Barnhill and Myles (2001), reported that by adolescence, 80 % of those with HFASD were being treated with antidepressants. Severe social impairments can result in lack of independence and diminished ability to deal with everyday life situations. Early diagnosis and intervention are undoubtedly the best scenario; however, children with HFASD are often diagnosed years later than lower functioning individuals with autism (Mandell, Novak, & Zubritsky, 2005). Clearly, empir-ically sound interventions are needed to assist school-aged children and teens with HFASD to become more socially competent, ultimately increasing their quality of life