Social skills interventions for children with Asperger's syndrome or high-functioning autism: a review and recommendations.

Porter et al. (2008) read every paper they could find on social-skills groups for kids with Asperger’s or high-functioning autism. They did not run a new experiment. They simply looked at what had already been tried and asked, “Is there proof this works?”

Their review covered any program that taught conversation, friendship, or play skills in a group. Most studies were tiny and had no control group.

The team found almost no hard evidence. Most social-skills packages were popular in schools, yet data showing real child change was thin or missing.

In short, the field was using programs without solid proof they helped kids make or keep friends.

Sasson et al. (2022) now supersedes this worry—at least for adults. Their 2022 meta-analysis shows large parent-reported gains after group social-skills training with adults. The newer paper used tougher math and still found positive effects, something the 2008 review could not do for children.

Mandelberg et al. (2014) extends the story downward in age. They tracked children three years after a parent-helped program and saw lasting play-date invites and less conflict. This single long-term study begins to fill the evidence gap the 2008 paper spotted.

Humphries et al. (2009) is a conceptual replication. One year after the target review, they also said, “We measure social skills too crudely.” Both papers agree: weak rulers, not weak kids, hide true progress.

If you run social-skills groups for autistic students, treat the curriculum as experimental. Add simple pre-post data: peer invites at recess, brief parent rating scales, or five-minute conversation probes. Follow Mandelberg et al. (2014) and collect follow-up points. Until stronger child-level evidence arrives, let the 2008 warning keep you skeptical—and let the newer adult data keep you hopeful while you build your own proof.