Social and Meta-Emotional Skills: Group Training for Children with High Functioning ASD
Antonella Mattei, Naomi Di Rocco, Sabrina Scala, Federica Funari, Chiara Procaccini, Christian Veronesi
Children with Autism Spectrum Disorder show difficulties in understanding and interpreting social rules and behaviours. Numerous studies (e.g. Cotugno, 2009; Rao, Beidel and Murray, 2008) highlight how work centring on enhancing social skills can be very useful in facilitating positive interactions in all areas of life. In the study, a six-month group-training project, of cognitive behavioural orientation, was carried out on six children with high functioning ASD, aged between 7 and 9 years and all belonging to the Polo Autismo of the CRC in Rome. The training project included a range of interventions aimed at exposing children to new situations in a protected context. The aim was to acquire, enhance and train the skills needed in different interpersonal situations, as well as enhance the understanding of one’s own and others’ emotional states. Specific tests were administered before and after the intervention, the results of which show an improvement in social and meta-emotional skills. Finally, the limits and operational suggestions of this contribution are discussed.
Keywords
Autism Spectrum Disorder, Social skills training, High-functioning autism, Emotion comprehension, Cognitive behavioural therapy.
