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Abstract：
Introduction Autism spectrum disorder (ASD) is a neurological and developmental disorder, which poses challenges to social communication and behavior, particularly affecting social functioning. Individuals with ASD face significant social challenges, including difficulty understanding social cues and body language, limited ability to engage in reciprocal social interactions, and challenges with establishing empathy. A preference for routines and repetitive behaviors limits their ability to adapt to new or unexpected social situations. These problems tend to escalate during adolescence. These often cause distress to the individual as well as the caregivers. Group-based social skills interventions (GSSIs) are a widely used and effective modality for addressing core social impairments in children with autism. This study aims to assess the impact of GSSI on the broad age group of eight to 15 years, involving parents to enhance the transferability of children\'s social skills. Methods This was a single-arm interventional study where 30 verbal autistic children, aged eight to 15 years, with intelligence quotient (IQ) > 70 were enrolled after utilizing the Binet Kamat Test of Intelligence (BKT) to assess IQ and the Indian Scale for Assessment of Autism (ISAA) to grade severity of autism. The children received GSSI from interdisciplinary therapists for 12 sessions, on a weekly basis, lasting 90 minutes each for a period of three months. After each therapy session, parents received summaries of each session and were delegated reinforcing homework assignments to enable generalization and maintenance of the skills taught. Outcome measures were taken at three points in time by utilizing the Social Communication Questionnaire (SCQ) and the parent-rated Social Responsiveness Scale 2 (p-SRS-2): T1: pre-therapy at the time of enrolment; T2: immediately post-therapy at the end of three months of training; and T3: long-term follow-up, three months after the end of training. Results Mean SCQ scores were as follows: T1 = 21.87, T2 = 18.57, and T3 = 18.57 (p = 0.000). This progressive decline at T1, T2, and T3 indicated a decreasing trend in the severity of difficulties in the social communication domain. Mean p-SRS-2 scores were as follows: T1 = 73.00, T2 = 64.57, and T3 = 64.30 (p < 0.0001). This declining trend at T1, T2, and T3 suggested a statistically significant decrease in the severity of difficulties faced in various social aspects tested by the p-SRS-2, i.e., social awareness, social cognition, social communication, and social motivation, along with a reduction in restricted interests and repetitive behaviors (RRBs). Very strong correlation coefficients were obtained for SCQ scores (T1-T2 = 0.921, T1-T3 = 0.921, and T2-T3 = 1.000), as well as for p-SRS-2 scores (T1-T2 = 0.743, T1-T3 = 0.746, and T2-T3 = 0.989), which reinforced the statistical significance of the data. Conclusion GSSI is an effective parent-assisted intervention for adolescents with ASD, with effects lasting up to three months post-intervention.
摘要：
简介自闭症谱系障碍（ASD）是一种神经和发育障碍，这对社会交往和行为提出了挑战，尤其影响社会功能。患有ASD的个人面临重大的社会挑战，包括难以理解社交线索和肢体语言，参与互惠社会互动的能力有限，以及建立同理心的挑战。对常规和重复行为的偏好限制了他们适应新的或意外的社交情境的能力。这些问题往往在青春期升级。这些通常会给个人和护理人员带来痛苦。基于团体的社交技能干预（GSSIs）是解决自闭症儿童核心社交障碍的一种广泛使用且有效的方式。这项研究旨在评估GSSI对8至15岁的广泛年龄组的影响，让父母参与其中，以增强儿童社交技能的可转移性。方法对30名言语孤独症儿童进行单臂介入研究,8至15岁，在使用BinetKamat智力测验（BKT）评估智商和印度自闭症评估量表（ISAA）对自闭症的严重程度进行分级后，智商（IQ）>70的患者被纳入。孩子们接受了12次跨学科治疗师的GSSI，每周一次，每次90分钟，为期三个月。每次治疗后，父母收到了每节课程的摘要，并被授权加强家庭作业，以实现对所教授技能的概括和维护。通过使用社会沟通问卷（SCQ）和父母评估的社会反应量表2（p-SRS-2），在三个时间点采取了结果测量：T1：在注册时进行治疗前；T2：在三个月的培训结束后立即进行治疗；T3：长期随访，培训结束三个月后。结果平均SCQ评分如下:T1=21.87,T2=18.57,T3=18.57(p=0.000)。T1，T2和T3的这种逐渐下降表明社交领域困难的严重程度呈下降趋势。平均p-SRS-2评分如下:T1=73.00,T2=64.57,T3=64.30(p<0.0001)。在T1，T2和T3的这种下降趋势表明，在p-SRS-2测试的各种社会方面面临的困难的严重程度在统计上显着下降，即，社会意识,社会认知，社会交往,和社会动机，伴随着限制性兴趣和重复行为(RRB)的减少。SCQ得分的相关系数非常强（T1-T2=0.921，T1-T3=0.921，T2-T3=1.000），以及p-SRS-2分数（T1-T2=0.743，T1-T3=0.746和T2-T3=0.989），这加强了数据的统计意义。结论GSSI是ASD青少年家长辅助干预的有效方法。效果持续到干预后三个月。
