Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-10T11:27:26.819Z Has data issue: false hasContentIssue false
  • English
  • Français

The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs: Discovering the Secret Agent Society in Partnership

Published online by Cambridge University Press:  31 March 2020

Debra Costley Open the ORCID record for Debra Costley [Opens in a new window] ,
Susanna Baldwin ,
Trevor Clark ,
Patricia Howlin ,
John R. Taffe ,
Renae Beaumont ,
Kylie M. Gray ,
Stewart L. Einfeld ,
Jennifer Smith-Merry  and
Jacqueline Roberts
...Show all authors
Debra Costley*
Affiliation:
University of Nottingham, UK Autism Spectrum Australia (Aspect), Australia
Susanna Baldwin
Affiliation:
Autism Spectrum Australia (Aspect), Australia
Trevor Clark
Affiliation:
Autism Spectrum Australia (Aspect), Australia
Patricia Howlin
Affiliation:
The University of Sydney, Australia
John R. Taffe
Affiliation:
Monash University, Australia
Renae Beaumont
Affiliation:
New York Presbyterian Hospital, USA
Kylie M. Gray
Affiliation:
Monash University, Australia
Stewart L. Einfeld
Affiliation:
The University of Sydney, Australia
Jennifer Smith-Merry
Affiliation:
The University of Sydney, Australia
Jacqueline Roberts
Affiliation:
Griffith University, Australia
Kate Sofronoff
Affiliation:
The University of Queensland, Australia
*
*Corresponding author. Email: debra.costley@nottingham.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

Previous research in clinical, community, and school settings has demonstrated positive outcomes for the Secret Agent Society (SAS) social skills training program. This is designed to help children on the autism spectrum become more aware of emotions in themselves and others and to ‘problem-solve’ complex social scenarios. Parents play a key role in the implementation of the SAS program, attending information and support sessions with other parents and providing supervision, rewards, and feedback as their children complete weekly ‘home mission’ assignments. Drawing on data from a school-based evaluation of the SAS program, we examined whether parents’ engagement with these elements of the intervention was linked to the quality of their children’s participation and performance. Sixty-eight 8–14-year-olds (M age = 10.7) with a diagnosis of autism participated in the program. The findings indicated that ratings of parental engagement were positively correlated with children’s competence in completing home missions and with the quality of their contribution during group teaching sessions. However, there was a less consistent relationship between parental engagement and measures of children’s social and emotional skill gains over the course of the program.

Keywords

autism spectrum disordersocial skillsparental engagementcollaborationschool programs
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 44 , Issue 1 , July 2020 , pp. 46 - 59
Copyright
© The Author(s) 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596Google Scholar
Beaumont, R. (2010). Secret Agent Society: Solving the mystery of social encounters. Brisbane, Australia: Social Skills Training Institute.Google Scholar
Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49, 743–753. https://doi.org/10.1111/j.1469-7610.2008.01920.xCrossRefGoogle ScholarPubMed
Becker, K. D., Lee, B. R., Daleiden, E. L., Lindsey, M., Brandt, N. E., & Chorpita, B. F. (2015). The common elements of engagement in children’s mental health services: Which elements for which outcomes? Journal of Clinical Child & Adolescent Psychology, 44, 30–43. https://doi.org/10.1080/15374416.2013.814543CrossRefGoogle ScholarPubMed
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287. https://doi.org/10.1177/001440290707300301CrossRefGoogle Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oaCrossRefGoogle Scholar
Butterworth, T. W., Redoblado Hodge, M. A., Sofronoff, K., Beaumont, R., Gray, K. M., Roberts, J., … Einfeld, S. L. (2014). Validation of the emotion regulation and social skills questionnaire for young people with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 1535–1545. https://doi.org/10.1007/s10803-013-2014-5CrossRefGoogle ScholarPubMed
Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1, 98–101. https://doi.org/10.1111/1467-8721.ep10768783CrossRefGoogle Scholar
Deckers, A., Muris, P., Roelofs, J., & Arntz, A. (2016). A group-administered social skills training for 8- to 12-year-old, high-functioning children with autism spectrum disorders: An evaluation of its effectiveness in a naturalistic outpatient treatment setting. Journal of Autism and Developmental Disorders, 46, 3493–3504. https://doi.org/10.1007/s10803-016-2887-1CrossRefGoogle Scholar
Dekker, V., Nauta, M. H., Mulder, E. J., Timmerman, M. E., & de Bildt, A. (2014). A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: Generalization of skills by training parents and teachers? BMC Psychiatry, 14, 1–13. https://doi.org/10.1186/1471-244X-14-189CrossRefGoogle ScholarPubMed
DeRosier, M. E., Swick, D. C., Davis, N. O., McMillen, J. S., & Matthews, R. (2011). The efficacy of a social skills group intervention for improving social behaviors in children with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 41, 1033–1043. https://doi.org/10.1007/s10803-010-1128-2CrossRefGoogle ScholarPubMed
Einfeld, S. L., Beaumont, R., Clark, T., Clarke, K. S., Costley, D., Gray, K. M., … Howlin, P. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual & Developmental Disability, 43, 29–39. https://doi.org/10.3109/13668250.2017.1326587CrossRefGoogle Scholar
Frankel, F., Myatt, R., Sugar, C., Whitham, C., Gorospe, C. M., & Laugeson, E. (2010). A randomized controlled study of parent-assisted children’s friendship training with children having autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 827–842. https://doi.org/10.1007/s10803-009-0932-zCrossRefGoogle ScholarPubMed
Gates, J. A., Kang, E., & Lerner, M. D. (2017). Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, 52, 164–181. https://doi.org/10.1016/j.cpr.2017.01.006CrossRefGoogle ScholarPubMed
Herbrecht, E., Poustka, F., Birnkammer, S., Duketis, E., Schlitt, S., Schmötzer, G., & Bölte, S. (2009). Pilot evaluation of the Frankfurt Social Skills Training for children and adolescents with autism spectrum disorder. European Child & Adolescent Psychiatry, 18, 327–335. https://doi.org/10.1007/s00787-008-0734-4CrossRefGoogle ScholarPubMed
Hock, R., Yingling, M. E., & Kinsman, A. (2015). A parent-informed framework of treatment engagement in group-based interventions. Journal of Child and Family Studies, 24, 3372–3382. https://doi.org/10.1007/s10826-015-0139-1CrossRefGoogle Scholar
Hotton, M., & Coles, S. (2016). The effectiveness of social skills training groups for individuals with autism spectrum disorder. Review Journal of Autism and Developmental Disorders, 3, 68–81. https://doi.org/10.1007/s40489-015-0066-5CrossRefGoogle Scholar
Jamison, T. R., & Schuttler, J. O. (2017). Overview and preliminary evidence for a social skills and self-care curriculum for adolescent females with autism: The Girls Night Out model. Journal of Autism and Developmental Disorders, 47, 110–125. https://doi.org/10.1007/s10803-016-2939-6CrossRefGoogle ScholarPubMed
Karst, J. S., Van Hecke, A. V., Carson, A. M., Stevens, S., Schohl, K., & Dolan, B. (2015). Parent and family outcomes of PEERS: A social skills intervention for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 752–765. https://doi.org/10.1007/s10803-014-2231-6CrossRefGoogle ScholarPubMed
Kimonis, E. R., Bagner, D. M., Linares, D., Blake, C. A., & Rodriguez, G. (2014). Parent training outcomes among young children with callous–unemotional conduct problems with or at risk for developmental delay. Journal of Child and Family Studies, 23, 437–448. https://doi.org/10.1007/s10826-013-9756-8CrossRefGoogle ScholarPubMed
King, G., Currie, M., & Petersen, P. (2014). Child and parent engagement in the mental health intervention process: A motivational framework. Child and Adolescent Mental Health, 19, 2–8. https://doi.org/10.1111/camh.12015CrossRefGoogle Scholar
Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 42, 1025–1036. https://doi.org/10.1007/s10803-011-1339-1CrossRefGoogle ScholarPubMed
Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 596–606. https://doi.org/10.1007/s10803-008-0664-5CrossRefGoogle ScholarPubMed
Lopata, C., Thomeer, M. L., Volker, M. A., Toomey, J. A., Nida, R. E., Lee, G. K., … Rodgers, J. D. (2010). RCT of a manualized social treatment for high-functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 1297–1310. https://doi.org/10.1007/s10803-010-0989-8CrossRefGoogle ScholarPubMed
Mandelburg, J., Laugeson, E. A., Cunningham, T. D., Ellingsen, R., Bates, S., & Frankel, F. (2014). Long-term treatment outcomes for parent-assisted social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Mental Health Research in Intellectual Disabilities, 7, 45–73. https://doi.org/10.1080/19315864.2012.730600CrossRefGoogle Scholar
Nock, M. K., & Ferriter, C. (2005). Parent management of attendance and adherence in child and adolescent therapy: A conceptual and empirical review. Clinical Child and Family Psychology Review, 8, 149–166. https://doi.org/10.1007/s10567-005-4753-0CrossRefGoogle ScholarPubMed
Piotrowska, P. J., Tully, L. A., Lenroot, R., Kimonis, E., Hawes, D., Moul, C., … Dadds, M. R. (2017). Mothers, fathers, and parental systems: A conceptual model of parental engagement in programmes for child mental health—Connect, Attend, Participate, Enact (CAPE). Clinical Child and Family Psychology Review, 20, 146–161. https://doi.org/10.1007/s10567-016-0219-9CrossRefGoogle Scholar
QSR International. (2015). NVivo 11 for Windows (Version 11) [Computer software]. Melbourne, Australia: Author.Google Scholar
Radley, K. C., Blake Ford, W., Battaglia, A. A., & McHugh, M. B. (2014). The effects of a social skills training package on social engagement of children with autism spectrum disorders in a generalized recess setting. Focus on Autism and Other Developmental Disabilities, 29, 216–229. https://doi.org/10.1177/1088357614525660CrossRefGoogle Scholar
Reichow, B., Steiner, A. M., & Volkmar, F. (2012). Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2012(7), 1–38. https://doi.org/10.1002/14651858.CD008511.pub2Google Scholar
Rumney, H. L., & MacMahon, K. (2017). Do social skills interventions positively influence mood in children and young people with autism? A systematic review. Mental Health & Prevention, 5, 12–20. https://doi.org/10.1016/j.mhp.2016.12.001CrossRefGoogle Scholar
Snell-Johns, J., Mendez, J. L., & Smith, B. H. (2004). Evidence-based solutions for overcoming access barriers, decreasing attrition, and promoting change with underserved families. Journal of Family Psychology, 18, 19–35. https://doi.org/10.1037/0893-3200.18.1.19CrossRefGoogle ScholarPubMed
Social Skills Training Institute. (n.d.). Child Participation Questionnaire: Secret Agent Society. Brisbane, Australia: Author.Google Scholar
Sofronoff, K., Silva, J., & Beaumont, R. (2017). The Secret Agent Society social-emotional skills program for children with a high-functioning autism spectrum disorder: A parent-directed trial. Focus on Autism and Other Developmental Disabilities, 32, 55–70. https://doi.org/10.1177/1088357615583467CrossRefGoogle Scholar
Solomon, M., Goodlin-Jones, B. L., & Anders, T. F. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger’s syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 34, 649–668. https://doi.org/10.1007/s10803-004-5286-yCrossRefGoogle ScholarPubMed
Solomon, M., Ono, M., Timmer, S., & Goodlin-Jones, B. (2008). The effectiveness of parent–child interaction therapy for families of children on the autism spectrum. Journal of Autism and Developmental Disorders, 38, 1767–1776. https://doi.org/10.1007/s10803-008-0567-5CrossRefGoogle ScholarPubMed
Spence, S. H. (1995). Social skills training: Enhancing social competence with children and adolescents. Windsor, England: NFER-Nelson.Google Scholar
Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 37, 1960–1968. https://doi.org/10.1007/s10803-006-0343-3CrossRefGoogle ScholarPubMed
Williams White, S., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868. https://doi.org/10.1007/s10803-006-0320-xCrossRefGoogle ScholarPubMed