The Autism Society Event and Education Recordings Archive

       Social participation and social skills overlap in numerous ways, but a clear, differential distinction between the two remains unclear. Social participation refers to how people relate to and interact with their social surroundings (Bessell, 2001; Brown & Gordon, 1987; Coster, 1998; Law, 2002). Inherently complex issues regarding social functioning appear in the core impairments of individuals with autism spectrum disorders (ASD) including Aspergers syndrome (AS), and individuals with these disorders are often restricted within their homes, schools, and communities (American Psychiatric Association, 1994).

       Yet, unlike those with autistic disorders, individuals with AS do not experience clinically significant delays in cognitive development, language, progression of age-appropriate adaptive behavior, or curiosity about the surrounding environment (Guas, 2007). Studies also suggest that adolescents with AS have better social and communication skills, language abilities, and somewhat better social prognoses than do higher functioning adolescents with autism (Klin, 1994; Szatmari, 1991; Van Krevelen, 1971). However, the more recent studies of adolescents with AS are critically important, given that most study participants would have been diagnosed over the past 10 years and thus one could assume that a significant portion of those may have had at least some access to modern behavioral, educational, and medical services. Consequently, these studies would represent a critical indicator of current progress in clinical interventions (Gutstein & Whitney, 2002). With these factors in mind, our discussion of social participation and social skills focuses upon the adolescent Asperger syndrome population, a group whose deviation in social achievement and social adjustment are so marked as to require specialized interventions by related service providers, including occupational and speech and language therapists.

       This session will focus on a critical evaluation of the available social participation and social skills literature both within and outside occupational therapy, and apply this information to address  therapeutic concerns, especially discussion on whether or not social skills training enhance actual social participation. . This session will challenge the conception that social skills and social participation  can be used interchangeably based on their different definitions. By clearly distinguishing social skills from social participation, interventions can be more focused on the goal of actual participation.

       There is a clear need for occupational therapists and other professionals involved in social participation improvement of adolescents with AS to make up for the deficiency of social skills training programs in the profession. These insufficiencies should be based on the definition of social participation, which emphasizes a dynamic process like interacting and integrating with their social surroundings. Specifically, therapists should focus on individuals’ emotions to help successfully generalize their interventions to their social environments.

       There is a need for greater precision in clarifying social participation and social skills. Although they have been defined in research and used as a means of intervention, their different conceptualizations have halted efforts to build a clinical consensus and caused disagreements in interventions. Additionally, this session proposes that by understanding the social interactions and integrations of adolescents with AS and making up for the deficiency of social skills training for this population will enhance the effective interventions of social participation. Emotional and environmental perspectives also need to be carefully considered. Further research may elucidate the extent to which early social interaction and integration competence. This should also accompany emotional and environmental concerns, as well as descriptive ways to combine competent social skills training with these important factors. Such work will improve the social participation of adolescents with AS and systematically generalize these skills for their dealings in the real social world.

References:

Bessell, A. G. (2001). Children surviving cancer: Psychosocial adjustment, quality of life, and school experiences. Exceptional children 67, 345-359.

Brown, M., & Gordon, W. A. (1987). Impact of impairment on activity patterns of children. Archives of Physical Medicine and Rehabilitaion, 68, 828-832.

Coster, W. (1998). Occupation-centered assessment of children. American Journal of Occupaional Therapy, 52, 337-344.

Gaus, V. L. (2007). Defining Asperger syndrome in adulthood. In V. L. Gaus (Ed.), Cognitive-behavioral therapy for adult Asperger syndrome. New York: Guilford Press.

Gutstein, S. E., & Whitney, T. (2002). Asperger syndrome and the development of social competence. Focus on Autism and Other Developmental Disabilities, 17(3), 11.

Klin, A. (1994). Asperger syndrome. Child and Adolescent Psychiatric Clinics of North America, 3, 131-148.

Law, M. (2002). Participation in the occupations of everyday life. American Journal of Occupational Therapy, 56, 640-649.

Szatmari, P. (1991). Asperger's syndrome: Diagnosis, treatment, and outcome. Psychiatric Clinics of North America, 14, 81-93.

Van Krevelen, D. A. (1971). Early infantile autism and autistic psychopathy. Journal of Autism and Childhood Schizophrenia, 1, 82-86.