“Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting / Benjamin M. JONES in Research in Autism, 131 (March 2026)  

Public ISBD [article]  inResearch in Autism > 131 (March 2026) . - 202825 Titre : “Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting Type de document : texte imprimé Auteurs : Benjamin M. JONES, Auteur ; Maya HAYDEN-EVANS, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Elinda Ai Lim LEE, Auteur ; Ben MILBOURN, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : 202825 Langues : Anglais (eng) Mots-clés : Autism  Social skills  School program  Cultural adaptation Index. décimale : PER Périodiques Résumé : This study investigated the feasibility of adapting SCHOOL KONTAKT™, a manualised social skills group training program, to an Australian high school setting, exploring its potential to improve social participation outcomes for autistic high school students. SCHOOL KONTAKT™ was delivered twice per week at four Western Australian high schools, with a total of 69 students participating in the 16-week program. A pre-test, post-test design evaluated changes in participants’ progress toward their desired social goals, social skills, social anxiety, and perceived friendships. Parents and teachers completed surveys focused on emotion regulation and social responsiveness, and students and school staff involved in the program participated in focus groups after the intervention to share their experiences. The students’ individual social goals were evaluated at an additional assessment point, approximately three months after the program ended. Findings suggest the preliminary efficacy of SCHOOL KONTAKT™ in supporting students to achieve their individual social goals, with parents and teachers also identifying changes in students’ social responsiveness. The results suggest that SCHOOL KONTAKT™ is a feasible social skills group training program in an Australian high school setting, with a larger scale study indicated to confirm the outcomes of the current study. En ligne : https://doi.org/10.1016/j.reia.2026.202825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 [article] “Sharing my life” and “learning about other people”: Exploring the feasibility of SCHOOL KONTAKT™, a social skills group training program for autistic youth, in an Australian high school setting [texte imprimé] / Benjamin M. JONES, Auteur ; Maya HAYDEN-EVANS, Auteur ; Bahareh AFSHARNEJAD, Auteur ; Elinda Ai Lim LEE, Auteur ; Ben MILBOURN, Auteur ; Sven BÖLTE, Auteur ; Sonya GIRDLER, Auteur . - 202825. Langues : Anglais (eng) in Research in Autism > 131 (March 2026) . - 202825 Mots-clés : Autism  Social skills  School program  Cultural adaptation Index. décimale : PER Périodiques Résumé : This study investigated the feasibility of adapting SCHOOL KONTAKT™, a manualised social skills group training program, to an Australian high school setting, exploring its potential to improve social participation outcomes for autistic high school students. SCHOOL KONTAKT™ was delivered twice per week at four Western Australian high schools, with a total of 69 students participating in the 16-week program. A pre-test, post-test design evaluated changes in participants’ progress toward their desired social goals, social skills, social anxiety, and perceived friendships. Parents and teachers completed surveys focused on emotion regulation and social responsiveness, and students and school staff involved in the program participated in focus groups after the intervention to share their experiences. The students’ individual social goals were evaluated at an additional assessment point, approximately three months after the program ended. Findings suggest the preliminary efficacy of SCHOOL KONTAKT™ in supporting students to achieve their individual social goals, with parents and teachers also identifying changes in students’ social responsiveness. The results suggest that SCHOOL KONTAKT™ is a feasible social skills group training program in an Australian high school setting, with a larger scale study indicated to confirm the outcomes of the current study. En ligne : https://doi.org/10.1016/j.reia.2026.202825 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581

A Systematic Review of Implicit Versus Explicit Social Skills Group Programs in Different Settings for School-Aged Autistic Children and Adolescents / Bahareh AFSHARNEJAD in Journal of Autism and Developmental Disorders, 56-5 (May 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-5 (May 2026) . - p.1707-1724 Titre : A Systematic Review of Implicit Versus Explicit Social Skills Group Programs in Different Settings for School-Aged Autistic Children and Adolescents Type de document : texte imprimé Auteurs : Bahareh AFSHARNEJAD, Auteur ; Patrice WHITEHORNE SMITH, Auteur ; Sven BÖLTE, Auteur ; Ben MILBOURN, Auteur ; Sonya GIRDLER, Auteur Article en page(s) : p.1707-1724 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This systematic review and meta-analysis aimed to identify and evaluate the quality of randomised controlled trials (RCTs), assessing the efficacy of Social Skills Group Programs (SSGPs) for primary and secondary school aged autistic children and adolescents exploring the influence of informant, setting characteristics and teaching strategies as moderating factors for social outcomes. A search of the electronic databases of Medline, ProQuest, CINAHL, Scopus, and Web of Sciences electronic databases was conducted for the period January 1, 2013 until December 31, 2023 for peer-reviewed RCT studies published in English, evaluating the efficacy of SSGPs for school-aged autistic children and adolescents (6–18 years). Included studies were assessed for methodological quality and efficacy using random effect meta-analysis. Informant analysis and moderator analyses were also conducted investigating the influence of informant, setting characteristics and teaching strategy utilised in the SSGPs on the participants social outcomes. Sixty-five studies were included in the systematic review with 49 studies included in the meta-analysis. Although most studies had strong or good methodological quality, a high possibility of publication bias was detected in the meta-analysis. After statistical adjustments for publication bias were made, findings revealed that SSGPs had no effect on the overall outcomes assessed by included studies on school-aged autistic children and adolescents. However, informant analysis revealed small effects reported by self-report, parent-proxy and researchers. Teaching strategies and setting characteristics were not significant moderators for the efficacy of SSGPs on the social outcomes of autistic children and adolescents. This review highlights the need for improvements in measurement frameworks for assessing social skills in autistic children and adolescents. En ligne : https://doi.org/10.1007/s10803-024-06657-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] A Systematic Review of Implicit Versus Explicit Social Skills Group Programs in Different Settings for School-Aged Autistic Children and Adolescents [texte imprimé] / Bahareh AFSHARNEJAD, Auteur ; Patrice WHITEHORNE SMITH, Auteur ; Sven BÖLTE, Auteur ; Ben MILBOURN, Auteur ; Sonya GIRDLER, Auteur . - p.1707-1724. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-5 (May 2026) . - p.1707-1724 Index. décimale : PER Périodiques Résumé : This systematic review and meta-analysis aimed to identify and evaluate the quality of randomised controlled trials (RCTs), assessing the efficacy of Social Skills Group Programs (SSGPs) for primary and secondary school aged autistic children and adolescents exploring the influence of informant, setting characteristics and teaching strategies as moderating factors for social outcomes. A search of the electronic databases of Medline, ProQuest, CINAHL, Scopus, and Web of Sciences electronic databases was conducted for the period January 1, 2013 until December 31, 2023 for peer-reviewed RCT studies published in English, evaluating the efficacy of SSGPs for school-aged autistic children and adolescents (6–18 years). Included studies were assessed for methodological quality and efficacy using random effect meta-analysis. Informant analysis and moderator analyses were also conducted investigating the influence of informant, setting characteristics and teaching strategy utilised in the SSGPs on the participants social outcomes. Sixty-five studies were included in the systematic review with 49 studies included in the meta-analysis. Although most studies had strong or good methodological quality, a high possibility of publication bias was detected in the meta-analysis. After statistical adjustments for publication bias were made, findings revealed that SSGPs had no effect on the overall outcomes assessed by included studies on school-aged autistic children and adolescents. However, informant analysis revealed small effects reported by self-report, parent-proxy and researchers. Teaching strategies and setting characteristics were not significant moderators for the efficacy of SSGPs on the social outcomes of autistic children and adolescents. This review highlights the need for improvements in measurement frameworks for assessing social skills in autistic children and adolescents. En ligne : https://doi.org/10.1007/s10803-024-06657-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

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