Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy
Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy
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Date
2009
Authors
Koenig, Kathleen
De Los Reyes, Andres
Cicchetti, Domenic
Scahill, Lawrence
Klin, Ami
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Abstract
A consistent result in the evaluation of group-delivered intervention to promote social reciprocity in children with PDDs is that outcome data are inconclusive.
Lack of robust evidence of efficacy confounds understanding of these interventions and their value to the field.
It is conceivable that the construct of impaired social reciprocity in PDD presents unique circumstances that require
special consideration when evaluating the evidence base. Social reciprocity and impairment in social functioning are
complex constructs, which require a multi-dimensional, multi-method approach to intervention and measurement of gains. The existing paradigm for evaluating the evidence
base of intervention may need modification to permit a more intricate analysis of the extant research, and increase the sophistication of future research.