A Mixed Methods Analysis of a Social Group Intervention for Adolescents with Social Disabilities and Their Typically Developing Peers

Background:  Individuals with autism experience difficulties in social interaction that can manifest in an increased risk for poor life-long outcomes including depression, anxiety, under-employment and a lack of community involvement. Adolescents with ASD experience a pronounced difficulty in engaging with peers as social interactions become more complex, and the likelihood of peer rejection and exclusion increases during this age period. To date, there is little research on social intervention strategies for adolescents with ASD as mandates for early intervention have led to a research focus on younger children.

Objectives:  This study explores a social group intervention designed to promote engagement between teenagers with social disabilities and their typically developing peers. 

Methods:  A within-subjects experimental design was conducted, as well as qualitative discourse analysis procedures. 15 adolescents with autism spectrum or related social disorders and 24 typically developing peers were recruited from a summer sports camp where participants were enrolled in a counselor training program. These participants were divided into eight social groups that included a larger ratio of typically devleoping peers to adolescents who experienced social difficulty. An adult facilitator guided each intervention session, which lasted for one hour each day for a five day period. Quantitative analysis involved two constructs measured on a five point scale; the degree of affective engagement between participants and the ‘flow’ of interaction. Measurement contexts in the treatment phase included adult facilitated and un-facilitated interactions within the social group. 

Results:  Analysis revealed that participants with social difficulties made statistically significant gains after a treatment condition as compared to a control condition in the facilitated measurement context along both constructs. Detailed discourse analysis of the social group assessment contexts highlighted facilitation strategies that appeared to be important factors in sustaining interaction. The facilitator ensured that all participants had a relevant role in the activity, filled in gaps to maintain a smoothly flowing interaction, allowed peer culture to emerge by loosening traditional rules, adapted her interaction style to suit the target participant’s preferred mode of interaction, and validated participant contributions.  

Conclusions:  The results of this study deepens current knowledge of social interaction among teens who experience social difficulty and their peers, as well as offers practical guidelines for promoting peer engagement in this population. Social groups that pair adolescents with autism or related social difficulties with their typically developing peers are an efficacious way of promoting quality social interaction.