Social validity of social skills group training in school settings

• Skolkontakt - Social Validity of Social Skills Training in School Settings Background: Social impairments are associated with Autism spectrum disorders (ASD). Individuals with ASD are at increased risk for mental disorders and are overrepresented among school absenteeism. Little is known about social skills group training for adolescents in naturalistic treatment settings. Furthermore, there is a lack of qualitative elements in experimental research designs. Objectives: This exploratory study examines the feasibility and social validity of SKOLKONTAKT, a social skills training program for educational settings derived from the scientifically well-ensured clinical training KONTAKT. The current study builds on our previous experience, seeking to systematically enlarge it in terms of further feasibility assurance, students’ satisfaction and controlled training efficacy. Methods: Participants are recruited from an on-going RCT of social skills group training. The study is a multi-responders study where participants are the students, the facilitating teachers and the school management. This triangulation will increase the validity through the convergence of information from different participants. Data collection are semi structured interviews. Social validity is measured by interviews with the students (both in control and active group), the facilitating teachers and the school management. At present the sample size is n = 17 (i. e. students n = 11, teachers n = 4 and school management n = 2). Larger sample sizes are preferable and this study will continue with data collection after the third RCT session. Data is handled with the NVivo 12 (QSR and Ltd.), and thematically analyzed. Results: The preliminary results based on the completed interviews (n = 17) show high levels of satisfaction. According to the responses, the school setting is beneficial for several reasons: the closeness, typically developed peers to interact with and develop friendship, the environment is less vulnerable though teachers and students have a reciprocal relationship. Teachers expressed better quality of life for adolescents as well as enlarged possibilities for academic achievement due to increased attendance at school. Students (n = 11) expressed enhanced social skills, where students in the training group expressed broader and more detail improvements. Furthermore, students expressed developed social skills valuable for future employment and overall more happiness and engagement. The school management saw overall improvements in students’ social skills. However, according to facilitating teachers (n = 4), the training is time demanding, especially at initial phase. Conclusions: These findings show advantages in implementing social skills group training in naturalistic settings for generalization and reflection of reality. Methods originally designed to support individuals on the autism in clinical settings are feasible and effective in school settings. Interventions targeting social skills can successfully be implemented in real-world settings like school and improves inclusion. As more student on the autism are attending inclusive environments, there is a need for interventions to increase social interactions and possibilities for enhanced participation. This study contributes to stakeholders and educators as well as to the society as a whole. Students’s well-being and safety in the school environment reduces school absenteeism and enhances academic achievement.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

SAMHÄLLSVETENSKAP  -- Psykologi (hsv//swe)

SOCIAL SCIENCES  -- Psychology (hsv//eng)

Nyckelord

Social skills group training

social validity

neurodevelopmental disabilities

school setting

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)