Treatment Acceptability of Social Skills Programs for Children with Autism: The Influence of Ethnicity, Age, and Problem Severity

Abstract

This study compared the treatment acceptability of four social skills interventions that are commonly used with children with autism, as rated by parents of children with autism spectrum disorders, general education teachers, and special education teachers. Using the survey method and the Treatment Evaluation Inventory-Short Form, ratings of the acceptability of social stories, cognitive-behavorial programs, peer-mediated interactions, and technological devices were explored. The influence of ethnicity of respondent, age of child, and problem severity on acceptability ratings was also investigated. Major findings were as follows: (a) all four of the social skills programs were viewed as acceptable interventions; (b) treatment acceptability ratings were not influenced by group membership, ethnicity (Caucasian/Non-Caucasian), child age, and problem severity; (c) peer-mediated interactions and cognitive-behavioral programs received the highest rankings, followed by social stories and technological devices; (d) significant associations were found between group membership and the overall rankings of cognitive-behavioral programs and technological devices. Study limitations and implications for intervention are also discussed.