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Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity

Author

Listed:
  • Emma Leifler

    (Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden
    Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, 405 30 Gothenburg, Sweden)

  • Christina Coco

    (Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden
    Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden)

  • Anna Fridell

    (Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden
    Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden)

  • Anna Borg

    (Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden
    Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden)

  • Sven Bölte

    (Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health, Karolinska Institutet, 113 30 Stockholm, Sweden
    Stockholm Health Care Services, Region Stockholm, 171 77 Stockholm, Sweden
    Child and Adolescent Psychiatry, Stockholm Health Services, Region Stockholm, 171 77 Stockholm, Sweden
    Curtin Autism Research Group, Curtin School of Allied Health, Curtin University, Perth, WA 6102, Australia)

Abstract

Including students with neurodevelopmental disabilities (NDDs) in regular classrooms has become a law-enforced common practice in many high- and middle-income countries. Still, without appropriate actions supporting the implementation of inclusive pedagogical practice, students with NDDs remain at increased risk for absenteeism, bullying and underachievement. There is limited knowledge on the feasibility of social skills group training (SSGT) in naturalistic settings. Using a qualitative approach, the objective of this study was to explore the lived experiences of (i) students diagnosed with autism or attention-deficit hyperactivity disorder and those showing subclinical social difficulties receiving either SSGT or active social control activities in a regular senior high school setting, (ii) teachers providing SSGT or the active control activity and (iii) school leaders facilitating the implementation of these actions. Due to the impact of the COVID-19 pandemic, comparison between real life versus digital administration of SSGT was also examined. Within a randomized controlled pilot trial of the school-tailored SSGT SKOLKONTAKT ® , the primary perspectives of 20 students, teachers and school leaders on SSGT or the social control activities were explored. All groups perceived SSGT to enhance school attendance and academic achievement of students, as well as teacher inclusion skills and the social school climate. Findings indicate that SSGT is largely feasible and socially valid, and broader implementation of SSGT in school settings appears meaningful.

Suggested Citation

  • Emma Leifler & Christina Coco & Anna Fridell & Anna Borg & Sven Bölte, 2022. "Social Skills Group Training for Students with Neurodevelopmental Disabilities in Senior High School—A Qualitative Multi-Perspective Study of Social Validity," IJERPH, MDPI, vol. 19(3), pages 1-26, January.
  • Handle: RePEc:gam:jijerp:v:19:y:2022:i:3:p:1487-:d:736835
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    References listed on IDEAS

    as
    1. Sarah H. Al-Mazidi & Laila Y. Al-Ayadhi, 2021. "National Profile of Caregivers’ Perspectives on Autism Spectrum Disorder Screening and Care in Primary Health Care: The Need for Autism Medical Home," IJERPH, MDPI, vol. 18(24), pages 1-13, December.
    2. Yoshiyuki Tachibana & Celine Miyazaki & Masashi Mikami & Erika Ota & Rintaro Mori & Yeonhee Hwang & Akiko Terasaka & Eriko Kobayashi & Yoko Kamio, 2018. "Meta-analyses of individual versus group interventions for pre-school children with autism spectrum disorder (ASD)," PLOS ONE, Public Library of Science, vol. 13(5), pages 1-30, May.
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    Cited by:

    1. Lan Yang & Feifan Pang & Kuen-Fung Sin, 2023. "Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms," Sustainability, MDPI, vol. 15(19), pages 1-18, October.
    2. José Manuel Ortiz-Marcos & Ana Lendínez-Turón & Miguel Ángel Solano-Sánchez & María Tomé-Fernández, 2022. "Bullying in Adolescents Practising Sport: A Structural Model Approach," IJERPH, MDPI, vol. 19(20), pages 1-13, October.
    3. Miguel Villa-de Gregorio & Miriam Palomo-Nieto & Miguel Ángel Gómez-Ruano & Luis Miguel Ruiz-Pérez, 2023. "Attentional Neurodiversity in Physical Education Lessons: A Sustainable and Inclusive Challenge for Teachers," Sustainability, MDPI, vol. 15(6), pages 1-15, March.

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