Social Skills Group Intervention–High Functioning Autism (S.S.GRIN-HFA) is designed to improve social behaviors in children with high functioning autism spectrum disorders (HFASDs) by building basic behavioral and cognitive social skills, reinforcing prosocial attitudes and behaviors, and building adaptive coping strategies for social problems, such as teasing or isolation. The intervention is designed for children in grades 3-5 (ages 8-12) who have a diagnosis of HFA, Asperger’s disorder, or pervasive developmental disorder-not otherwise specified and who are experiencing peer difficulties, such as having immature social skills relative to peers, including impulse control problems; having few, if any, close friends and/or being rejected and teased by peers; and being socially anxious and awkward with peers. S.S.GRIN-HFA primarily reflects social learning and cognitive behavioral theoretical perspectives.
Mental health professionals (i.e., school counselors, psychologists, social workers) use highly detailed session scripts to implement S.S.GRIN-HFA as a 15-week curriculum (one 60-minute session per week). The sessions, which are presented through a combination of didactic instruction and role-playing, modeling, and hands-on activities, are organized into three modules, which cover the following topics: (1) communication, including verbal and nonverbal communication and listening skills; (2) working with others, including understanding the consequences of actions, taking other perspectives, cooperating, and compromising; and (3) friendship skills, including making and keeping friends, solving social problems, and coping with bullying and teasing. Parents participate in selected sessions of S.S.GRIN-HFA, receive weekly handouts, and are involved in community exercises. By supporting and reinforcing positive changes, enhancing communication, and modeling positive attitudes toward treatment, parents can enhance treatment efficacy.