Social skills training significantly improves how young people with autism spectrum disorder respond to social situations, according to a new systematic review and meta-analysis that examined data from 27 randomised controlled trials.
The research, published in the journal European Child & Adolescent Psychiatry, analysed studies involving over 1,700 individuals with autism. It found that structured training sessions aimed at enhancing social abilities led to moderate but meaningful improvements in social responsiveness. This refers to a person’s ability to engage appropriately in social situations, recognise social cues and maintain reciprocal interactions.
The majority of participants were male and aged around 13 years old. All had been diagnosed with autism but did not present with intellectual disabilities. The interventions were primarily delivered in group settings, with most following a standardised programme using principles of cognitive behavioural therapy. These sessions typically included role-playing, peer interaction and guided discussions designed to promote behaviours such as empathy, initiating conversations and understanding social norms.
One of the most frequently used interventions was the PEERS programme, a structured course developed in the US. Though not shown to be quantitatively superior to other methods, PEERS was praised in the study for its strong adherence to treatment protocols and its inclusion of parents in the process. Participants often underwent 12 to 16 weekly sessions, each lasting around 90 minutes, led by trained professionals.
Another popular model, known as the summer-max programme, involved daily sessions over several weeks and used roleplay extensively to reinforce learning. Both PEERS and summer-max demonstrated positive outcomes, although the study did not attempt to determine which approach worked best overall.
More novel approaches were also explored, including digital and robot-assisted interventions. In one example, children interacted with a semi-autonomous robot acting as a therapist, with the aim of reducing the social pressure typically present in human-led therapy. Another study involved the use of Google Glass to help participants identify emotions in facial expressions. These digital interventions showed some promise but did not outperform traditional human-led methods.
The meta-analysis concluded that across all interventions, social responsiveness improved significantly after training. The standardised mean difference was calculated at 0.57, indicating a moderate effect. This suggests that while social skills training may not completely bridge the social gap experienced by those on the autism spectrum, it can nonetheless provide a meaningful boost in their ability to interact socially.
Researchers noted, however, that more work is needed to examine long-term effects and to identify which elements of the interventions are most effective. They also highlighted the need for better consistency in how outcomes are measured, as the studies used a variety of tools and scales to assess social responsiveness.
Despite these caveats, the findings offer strong support for incorporating structured social skills training into treatment plans for children and adolescents with autism, especially in settings such as schools and clinical practices.
