[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594883-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594883-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","social-skills-training-an-intervention-for-adults-with-high-functioning-autism","Social Skills Training - An Intervention for Adults with High-Functioning Autism","","Social skills training interventions address a critical gap for adults with high-functioning autism who often are not diagnosed until adulthood. By improving verbal and nonverbal communication, these programs support personal relationships, self-esteem, and mental health. The approach helps students manage challenges of post-secondary independence, loneliness, and negative social interactions, reducing risks such as depression, anxiety, and social phobias. 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Programs can be provided through post-secondary accommodations.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does social skills training affect mental health and well-being?",{"text":67,"@type":63},"It improves self-esteem and mental health, helping reduce loneliness-related depression and anxiety. 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There is therefore a strong need for social skills training programs that can be provided as part of students’ accommodations in post-secondary schools. These programs will not only help students with their personal relationships with others, but may also have a strong effect on their students’ self-confidence and success in future employment.  \nAlthough social skills are vitally important for one’s success in life, they are an area of accommodation that is often overlooked in relation to educating adults with high-functioning autism spectrum disorder (HFASD) . Difficulties in verbal and nonverbal communication define autism spectrum disorder (Freitag et al. , 2013; Hotton & Coles, 2016; Mostert, 2013); however, for those who are high-functioning, their education and accommodations are focused on the academic sphere, as opposed to social behaviours. These individuals are expected either to have no social problems or to learn to adapt on their own. Because they are expected to have already gained the skills needed to communicate effectively, the sole focus for accommodation is in the academic realm. The consequences of failing to provide students with appropriate social skills go beyond the inability to create relationships with others. Effective social behaviours benefit individuals in multiple areas, including personal well-being and mental health, relationships with others, and employment. Therefore, while training is often done with children in the areas of social/behavioural development, there is a clear need for this work to be continued into adulthood and for vital resources to be provided to students that will assist them in all areas of their lives.  \nPersonal Well-Being and Mental Health  \nSocial skills training improves an individual’s self-esteem and mental health. In addition to causing interpersonal difficulties, social skills deficits can result in other negative consequences, such as dropping out of school, trouble with the law, and experimentation with drugs and alcohol (Craig, Brown, Upright, & DeRosier, 2016; Hotton & Coles, 2016; Tse, Strulovitch, Tagalakis, Meng, & Fombonne, 2007) . Not only can the lack of social behaviours and attitudes affect one’s self-confidence, but it often leads to more serious mental health issues such as depression and anxiety (Hillier, Fish, Siegel, & Beversdorf, 2011; Hotton & Coles, 2016; Parsons & Mitchell, 2002) . Individuals who already have a diagnosis of HFASD and who suffer from mental health problems will have difficulty managing this and new and more complex experiences.  \nWhen students enter a post-secondary institution, many are leaving home for the first time and experiencing a level of independence that can be intimidating. Among feelings of excitement, many students will also experience loneliness and sadness at being away from their families. During this time of heightened emotion, students experiencing the effects of negative social interactions will be even more likely to suffer from depression or anxiety. Without a formal intervention, such as a social skills training program, individuals with HFASD will not learn to communicate effectively and have a safe environment to practise social skills. Many will develop social phobias and will shy away from interactions with others because they fear that they will not be able to perform the social skills needed to communicate effectively (Hotton & Coles, 2016; Mesibov, 1984) . Social skills training programs can not only teach participants appropriate social behaviours, but also give a safe place for individuals to practise these skills without fearing rejection from their peers. Research h","cbCaii5Ngrp47uOr","https://ap.wps.com/l/cbCaii5Ngrp47uOr","pdf",222428,"English","# Abstract\n## Personal Well-Being and Mental Health","[{\"question\":\"Why is social skills training needed for adults with high-functioning autism?\",\"answer\":\"Many individuals do not receive diagnoses until adulthood, even though adults still face communication and relationship challenges. Programs can be provided through post-secondary accommodations.\"},{\"question\":\"How does social skills training affect mental health and well-being?\",\"answer\":\"It improves self-esteem and mental health, helping reduce loneliness-related depression and anxiety. It also provides a safe place to practise social skills without rejection.\"},{\"question\":\"What additional life outcomes can improve after training?\",\"answer\":\"Improved confidence can support self-advocacy in post-secondary settings and help individuals navigate interactions with instructors and employment situations.\"}]","Social Skills Training - An Intervention for Adults with High-Functioning Autism | PDF",1792080021,13]