Effect Effectiveness of a Social Skills Intervention in Children with Autism Spectrum Disorder, Learning Disabilities, and Typical Development: A Controlled Pre-Post Study

Deficits in social skills among children with autism spectrum disorder (ASD) and learning disabilities (LD) often hinder peer relationships. This study evaluated a comprehensive, school-based intervention designed to improve both observable social behaviors and the social perceptions of parents, teachers, and peers. Eighty children aged 8–10 years (ASD, LD, or typically developing) were randomly assigned to an intervention (n = 40) or waitlist control group (n = 40). Using a pretest–posttest–follow-up design, outcomes included direct observations of Social Initiations (SI) and Social Responses (SR), parent-reported social difficulties (SRS-2), teacher-rated social skills (SSIS-RS), and peer attitudes (CATCH). Mixed-design ANOVAs revealed significant Group × Time interactions across all measures. Children in the intervention group showed large improvements in SI (F(2,156) = 112.45, p < .001, ηp² = .59) and SR (F(2,156) = 61.82, p < .001, ηp² = .44), maintained at follow-up. Parents reported reduced social difficulties (SRS-2; F(1,78) = 89.21, p < .001, ηp² = .53), teachers observed greater social competence (SSIS-RS; F(1,78) = 244.76, p < .001, ηp² = .76), and peers expressed more positive attitudes (CATCH; F(1,78) = 267.33, p < .001, ηp² = .77). No significant changes occurred in the control group. Overall, the intervention produced robust and sustained improvements in children’s social behavior and in social perceptions across informants. These findings provide strong multi-method, multi-informant evidence supporting the implementation of comprehensive social skills programs to enhance social competence and foster inclusive school environments.