Effectiveness of a social competence group intervention (SCGI) for children with autism spectrum disorders aged 4–7 years

This study aimed to develop and evaluate the effectiveness of the social competence group intervention (SCGI) based on the multidimensional social competence model within a social adjustment context in children with autism spectrum disorder (ASD). A one-group pre-test–post-test design was employed in the study to assess the effectiveness of the intervention. Nine children with ASD aged 4–7 years participated in this 12-week SCGI. The SCGI utilised interactive board games, picture books, and videos as the intervention materials and included homework assignments. The assessments of the children took place at four specific time points: screening, baseline, outcome, and one-month follow-up. After a 12-week SCGI intervention, the children had significant improvements in social skill elements (t = 7.63, p < .001), social reciprocity (t = 2.31, p = . 05), and the shifting function of executive function (t = −2.74, p = .023). Parent reports also showed significant improvement in interpersonal relationships (t = 2.31, p = .05). The SCGI supports the effectiveness of social competence in children with ASD aged 4–7 years. The findings of this study can aid clinical practitioners in developing an engaging and developmentally appropriate intervention to improve various dimensions of social competence of children with ASD.