Intervention Summary
Social Skills Group Intervention--High Functioning Autism (S.S.GRIN-HFA)
Social Skills Group Intervention--High Functioning Autism (S.S.GRIN-HFA) is designed to improve social behaviors in children with high functioning autism spectrum disorders (HFASDs) by building basic behavioral and cognitive social skills, reinforcing prosocial attitudes and behaviors, and building adaptive coping strategies for social problems, such as teasing or isolation. The intervention is designed for children in grades 3-5 (ages 8-12) who have a diagnosis of HFA, Asperger's disorder, or pervasive developmental disorder-not otherwise specified and who are experiencing peer difficulties, such as having immature social skills relative to peers, including impulse control problems; having few, if any, close friends and/or being rejected and teased by peers; and being socially anxious and awkward with peers. S.S.GRIN-HFA primarily reflects social learning and cognitive behavioral theoretical perspectives.
Mental health professionals (i.e., school counselors, psychologists, social workers) use highly detailed session scripts to implement S.S.GRIN-HFA as a 15-week curriculum (one 60-minute session per week). The sessions, which are presented through a combination of didactic instruction and role-playing, modeling, and hands-on activities, are organized into three modules, which cover the following topics: (1) communication, including verbal and nonverbal communication and listening skills; (2) working with others, including understanding the consequences of actions, taking other perspectives, cooperating, and compromising; and (3) friendship skills, including making and keeping friends, solving social problems, and coping with bullying and teasing. Parents participate in selected sessions of S.S.GRIN-HFA, receive weekly handouts, and are involved in community exercises. By supporting and reinforcing positive changes, enhancing communication, and modeling positive attitudes toward treatment, parents can enhance treatment efficacy.
In the study reviewed for this summary, the population of children was made up almost entirely of boys. Other S.S.GRIN programs have been developed for use with children in other age groups, and S.S.GRIN-HFA was adapted from S.S.GRIN 3-5, a program for children in grades 3-5 who are highly disliked by peers, bullied or victimized by peers, and/or highly socially anxious. S.S.GRIN 3-5 was reviewed separately by NREPP.
Descriptive Information
Areas of Interest |
Mental health promotion Mental health treatment |
Outcomes |
1: Children's social skills 2: Parent's perceived self-efficacy for helping her or his child |
Outcome Categories |
Family/relationships Social functioning |
Ages |
6-12 (Childhood) 26-55 (Adult) |
Genders |
Male Female |
Races/Ethnicities |
American Indian or Alaska Native Asian Black or African American White |
Settings | Outpatient |
Geographic Locations | Suburban |
Implementation History | S.S.GRIN-HFA has been implemented in an estimated 80 sites across 13 States (California, Connecticut, Florida, Georgia, Illinois, Indiana, Massachusetts, Minnesota, North Carolina, Oregon, Pennsylvania, Tennessee, and Texas) and the District of Columbia. an estimated 1,500 children with HFA have participated in S.S.GRIN-HFA. Outside the United States, S.S.GRIN-HFA has been implemented in Australia, Canada, the Cayman Islands, England, Greece, and the United Arab Emirates. |
NIH Funding/CER Studies |
Partially/fully funded by National Institutes of Health: Yes Evaluated in comparative effectiveness research studies: Yes |
Adaptations | No population- or culture-specific adaptations of the intervention were identified by the developer. |
Adverse Effects | No adverse effects, concerns, or unintended consequences were identified by the developer. |
IOM Prevention Categories | Indicated |
Quality of Research
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Readiness for Dissemination
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Costs
The cost information below was provided by the developer. Although this cost information may have been updated by the developer since the time of review, it may not reflect the current costs or availability of items (including newly developed or discontinued items). The implementation point of contact can provide current information and discuss implementation requirements.
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