Abstract
With the growing prevalence of children diagnosed with autism spectrum disorder (ASD), a prevailing symptom limiting their occupation is deficits in social competence. It is vital that OTs advance their use of evidence-based strategies to foster social skills development. This research examines the effectiveness of an OT group model, incorporating both self-regulation activities and social skills training to improve the social competence of children with ASD.
Primary Author and Speaker: Orley Ann Templeton
Additional Authors and Speakers: Lori A. Charney, Kelsey Hadsall, Randi Huffman, Robert Kennedy, Mariah Laubach, David Lutchko, Callie O'Donovan, Kristen Ritter, and Carmelina Tringali
The current prevalence of autism spectrum disorder (ASD) is 1 in 54 children, which is a significant increase from 1 in 150 children in 2000 (Maenner et al., 2020). A primary diagnostic criteria is deficits in social communication and social competence (American Psychology Association, 2013). Occupational therapy services are a vital intervention to address this deficit area and improve quality of life among children diagnosed with ASD. This study analyzed the impact of combining self-regulation activities with social skills training for children with ASD through an intensive sensory social camp. Seven children participated in a camp that included 15 sessions over a three-week period. Each session lasted two hours. The first four sessions tracked baseline performance and the remaining sessions included interventions, such as self-regulation activities, interoception activities and social skills instruction. Campers engaged in sensory-based, self-regulation activities to improve attention and focus for learning social skills when interacting with their peers. At the conclusion of each session, the researchers completed a Social Skills Rating Form, a data tracking system used to rate the child's social competence. The baseline composite scores (A) were plotted in a visual graph along with intervention composite scores (B) utilizing a split line test with a celeration line in order to observe trends. Additional outcome measures used included individual goals via Goal Attainment Scaling and The Assessment of Self-Regulation pre-post scores. The Assessment of Self-Regulation was used to determine the participants' interoceptive awareness, emotional regulation and self-regulation. GAS scores were plotted on a bar graph in order to demonstrate change based on observations made during the camp. Preliminary data indicated an overall improvement in the majority of participants' GAS scores throughout the duration of camp. This research can promote greater understanding of occupational therapy's role and effectiveness in the treatment of social competence among individuals with ASD.
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