Neural and Behavioral Outcomes of Social Skills Groups in Children With Autism Spectrum Disorder (ASD)

Despite the fact that social skills impairments are the most persistent and pervasive
symptoms affecting individuals with ASD, treatments targeting social skills have been the
subject of few controlled investigations. The available literature suggests that cognitive
behavioral techniques are commonly used and may improve targeted social skills in
individuals with ASD. However, drawing firm conclusions about the efficacy of social skills
treatment remains difficult, particularly with respect to maintenance of skills and
generalization to natural settings, owing to methodological limitations of extant studies
(e.g., small sample size, lack of manual-based curricula, minimal assessment of
generalization or maintenance).

Several neuroimaging studies have found that individuals with ASD underactivate key brain
regions involved in social cognition. However, there is also evidence to suggest that
factors that increase attention to or interest in social stimuli are associated with more
normal brain activity.

The purpose of this investigation is to examine the acute and sustained effects of social
skills treatment on social cognition and the neural architecture that supports it.
High-functioning children with ASD will be randomly assigned to a 12-week cognitive
behavioral social skills group or a social play-based therapy group. For both types of
groups, a parent session will be held concurrently. Functional MRI scans as well as
behavioral assessments of social cognition, adaptive functioning, and symptom severity will
be acquired at baseline, immediately following treatment, and at a 3-month follow-up.

Inclusion Criteria:

- 8 to 11 years of age

- Meets criteria for ASD according to psychiatric interview (DSM-IV), the Autism
Diagnostic Observation Schedule-Generic, and the Autism Diagnostic Interview-Revised

- Verbal IQ ≥ 70, as measured by the Wechsler Intelligence Scale for Children-Fourth
Edition or Wechsler Abbreviated Scale of Intelligence

Exclusion Criteria:

- History of psychiatric or neurological disorders other than ASD (e.g., schizophrenia,
depression, seizure disorder)

- Within 30 days prior to the initial evaluation, beginning any new psychotropic
medication or other therapeutic intervention (e.g., behavior, speech,
physical/occupational, cognitive, nutritional therapy) that would confound the
evaluation of the social skills groups

- Gross structural abnormality present in the brain (e.g., aneurysm)

- History of head trauma or loss of consciousness

- For any reason the child or parents appear unable to participate in study procedures