Autism is a neuro-developmental disorder typically appears prior to the age of three years, and seriously limits the normal development of children. However, there is a wide variety of effective intervention programs and strategies designed to help children with autism. Hence, this research aimed to see the effect of social skills training on interpersonal interaction of children with autism. Using pre-post equivalent experimental and control group design, data were collected from a sample of eight children using Autism Social Skills Profile Rating Scale before and after the implementation of social skills training. Data were analyzed through frequency, percentage, mean, standard deviation, and independent samples t-test. The pre-intervention assessment revealed that participants of the experimental and the control groups did not significantly differ but both groups scored below half on the total scale point and almost one-third of the maximum score on social reciprocity and social participation sub-scales. The result of the intervention also indicated that children in both groups demonstrated positive changes in their overall social skills including the sub-scales. However, it was found out that the experimental group has greater mean scores as compared to the control group on total scale, social participation and social reciprocity subscales. But the increment on detrimental social behaviors subscale in the experimental group was with a decreasing rate. Based on this finding, it can be concluded that social skills training intervention improves social skills of children with autism. Therefore, it is recommended that further intensive and comprehensive intervention is very critical to more improve the social skills of children with autism.

自闭症是一种神经发育障碍，通常出现在三岁之前，严重限制了儿童的正常发育。然而，有多种有效的干预计划和策略旨在帮助自闭症儿童。因此，本研究旨在了解社交技能训练对自闭症儿童人际交往的影响。使用事前事后等效实验和对照组设计，在实施社会技能训练前后使用自闭症社会技能概况评定量表从八名儿童样本中收集数据。通过频率、百分比、平均值、标准偏差和独立样本t检验分析数据。干预前评估显示，实验组和对照组的参与者没有显着差异，但两组在总量表上的得分都低于一半，在社会互惠和社会参与子量表上的得分接近最高分的三分之一。干预的结果还表明，两组儿童在包括子量表在内的整体社交技能方面都表现出积极的变化。然而，发现实验组在总量表、社会参与和社会互惠分量表上的平均得分高于对照组。但实验组有害社会行为子量表的增量呈递减趋势。基于这一发现，可以得出结论，社交技能训练干预提高了自闭症儿童的社交技能。因此，建议进一步强化和全面的干预对于更多地提高自闭症儿童的社交能力是非常关键的。