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17 Phenomenological Study of Children's Experiences in a Social Skills Group

Thursday, July 7, 2011

Florida Hall A (Gaylord Palms Resort and Convention Center)

Children with developmental delays, such as Asperger's Syndrome, often struggle with social interactions, relationships, and communication (Baird et. al, 2001). The purpose of this presentation is to: (a) describe an 8-week psychoeducational group curriculum for children with ASD and (b) discuss the results of a qualitative study that investigated children’s experiences in the group and parents’ perceptions of the helpfulness of the group.

Introduction

Children with Autism Spectrum Disorder (ASD) and their families attempt to cope with a wide range of psychological and social-communication difficulties on a daily basis (Rose & Anketell, 2009). Underdeveloped social skills often affect children’s ability to interact and form relationships with others, affecting many aspects of their lives. It is critical for those with ASD to be taught social skills in order to develop relationships with peers, achieve success in academic and vocational settings, increase quality of life, and combat symptoms of anxiety and depression (Duncan & Klinger, 2010).

For children with ASD, Dunlop, Knott, and MacKay (2002) found group work to be a viable alternative to individual sessions, allowing children to practice social skills within a controlled environment and discuss common problems together. Studies have been conducted on the effectiveness of social skills groups in developing these skills, but are difficult to generalize or compare due to the differences in the curriculum and the children themselves. Whereas the majority of the related research appears to be on the effectiveness of social skills group interventions, little information is known about the experience of the children in these groups and what they view as helpful.

Purpose

The purpose of this qualitative, phenomenological (Moustakas, 1994) study was to investigate the predominant themes of experience that emerged among children who participated in a social skills group to gain a better understanding of what was helpful about the process. The study also explored the perspective of these children's parents on what was helpful about their participation in the group.

Method

Participants were 5 children ages 8-13, who were diagnosed with an ASD and participated in a social skills group. In addition, parents of the children who were part of the group participated in this study. Semi-structured interviews were conducted with each child and parent. The interviews were transcribed and the data was coded using methods espoused by Colaizzi (1978). Furthermore, the data was verified through the use of member checking.

Summary

Children with ASD are in need of strategies to help improve their social skills, helping them to become empowered and able to successfully interact with others. With an increasing number of social skills groups being formed in community and school settings, there is a need to understand the perceptions of these types of groups and what is helpful about them so that we can better meet the needs of children with ASD. This poster presentation will present the results of a qualitative study that investigated both children’s experiences and parents’ perceptions of a social skills group. A brief description of the 8-week psychoeducational curriculum will be included to aid in the understanding of the research process. Implications for future research will also be discussed.

Jenifer N. Ware, LPC
Licensed Professional Counselor and Student
University of North Texas

Jenifer Ware, M.S.Ed., LPC, is a doctoral student at the University of North Texas. As a contract therapist, she has experience working with children diagnosed with ASD in both individual counseling and group settings. She is currently involved in research on social skills groups for children with disabilities.

Jonathan H. Ohrt, CSC
Assistant Professor
University of North Texas

Jonathan H. Ohrt, Ph.D., is an assistant professor of counseling at the University of North Texas. He has experience working with children diagnosed with ASD and other disabilities in a residential setting and as a high school counselor and now conducts research on social skills groups for children with disabilities.