This study aimed to describe concept of social competence as a theoretical background for social skills group intervention for children with autism spectrum disorder (ASD). A model of social competence comprised of three components: social skills, social performance, and social adjustment. We also examined the feasibility and preliminary efficacy of the manualized Social Competence group intervention for children with autism spectrum disorder (SOCO) using a variety of outcome measures. The nine‐month intervention included children groups, parental support groups and co‐operation with teachers. A pilot study involved 23 children aged 7 to 12 years (n = 16 intervention, n = 7 control) and intervention outcomes were measured with questionnaires for parents and teachers, neuropsychological tests, and observations. The parents of the intervention group reported improvements in social skills and social adjustment, whereas the teachers reported increases in social performance. Findings also indicated that affect recognition skills, social overtures, and reactions to peers were improved in the intervention group. Although the evidence of the pilot study should be considered as preliminary, it gives some indication of the feasibility of the SOCO group intervention and supports the usability of the theoretical background and approach for multiple outcome measures.

中文翻译：

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对自闭症谱系障碍儿童的社会能力团体干预（SOCO）：一项试点研究。

这项研究旨在将社会能力的概念描述为自闭症谱系障碍（ASD）儿童进行社会技能小组干预的理论背景。社会能力模型包括三个部分：社会技能，社会绩效和社会适应能力。我们还研究了使用多种结果测量方法对孤独症谱系障碍儿童（SOCO）进行手动社交能力小组干预的可行性和初步疗效。为期9个月的干预包括儿童团体，父母支持团体以及与老师的合作。一项试点研究涉及23名7至12岁的儿童（n  = 16次干预，n = 7例对照），并通过家长和教师问卷，神经心理学测试和观察来测量干预效果。干预组的父母报告了社交技能和社会适应能力的提高，而教师报告了社交绩效的提高。研究结果还表明，干预组的影响识别技能，社交提议和对同伴的反应得到了改善。尽管试点研究的证据应被认为是初步的，但它提供了SOCO小组干预的可行性的一些迹象，并支持理论背景和多种结果测量方法的可用性。