Social skills group interventions are increasing popular for children with social communication disorders but there is little evidence of their acceptability or effectiveness when delivered online. We report a feasibility study that adapted the Program for Education and Enrichment of Relational Skills (PEERS) to provide an intensive 8 week online delivery to female adolescents, blended with some face‐to‐face group meetings. A systematic multiple‐case series design with case tracking was developed, comprising a 3‐month baseline, a 2‐month intervention and a 3‐month follow‐up period. Seven adolescents with Turner Syndrome and social communication difficulties (17–20 years) took part, together with their parents. Acceptability and feasibility were assessed by means of qualitative feedback and attendance rates. Changes in social adaptation were tracked using measures of social knowledge, social behaviour and autistic symptoms, plus anxiety and self‐esteem. Attendance rates were consistently high and there were no dropouts. Qualitative feedback indicated the online format was acceptable to both the participants and their families. Objective outcome measures showed significant gains in social knowledge and improved social initiations from measures made during the pre‐intervention baseline. This proof‐of‐principle pilot study demonstrated blended social skills interventions are both feasible and acceptable to adolescent females with social communication difficulties.

中文翻译：

---

社交技能培训的新方法：针对有社交障碍的女孩的混合小组干预

社交技能小组的干预在患有社交沟通障碍的儿童中越来越受欢迎，但是几乎没有证据表明他们在网络上接受或有效。我们报告了一项可行性研究，该研究调整了《教育和关系技能培训计划》（PEERS），为女性青少年提供了为期8周的密集在线授课，同时还进行了一些面对面的小组会议。开发了具有病例追踪功能的系统多病例系列设计，包括3个月的基线，2个月的干预和3个月的随访期。七个有特纳氏综合症和社交沟通困难的青少年（17至20岁）与他们的父母一起参加了比赛。通过定性反馈和出勤率评估可接受性和可行性。使用社会知识，社会行为和自闭症症状以及焦虑和自尊的测量方法来跟踪社会适应的变化。出勤率一直很高，没有辍学。定性反馈表明，在线格式对参与者及其家人均可接受。客观结果指标显示干预前基线期间采取的措施显着提高了社会知识，并改善了社会启动感。这项原则验证的先导研究表明，社交技能混合干预对社交障碍困难的青春期女性既可行又可接受。定性反馈表明，在线格式对参与者及其家人均可接受。客观结果指标显示干预前基线期间采取的措施显着提高了社会知识，并改善了社会启蒙活动。这项原则验证的先导研究表明，社交技能混合干预对社交障碍困难的青春期女性既可行又可接受。定性反馈表明，在线格式对参与者及其家人均可接受。客观结果指标显示干预前基线期间采取的措施显着提高了社会知识，并改善了社会启动感。这项原则验证的先导研究表明，社交技能混合干预对社交障碍困难的青春期女性既可行又可接受。