ArticleChildren (Basel, Switzerland)2022
Generalization Task for Developing Social Problem-Solving Skills among Young People with Autism Spectrum Disorder.
Article in Children (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 5 citations in OpenAlex.
- Single-Case Experimental Evidence on Social Problem-Solving Interventions for Individuals with Autism: A Three-Level Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2026Review
- Effectiveness of Social Problem-Solving Interventions for Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2025Review
- The Impact of STEM Activities on Social Skills and Emotional-Behavioral Outcomes in Students with Autism Spectrum Disorder.Behavioral sciences (Basel, Switzerland) · 2025Article
- Improving Peer Interactions and Social Skills in Preschool Children With Autism Using Pivotal Response Treatment.Journal of autism and developmental disorders · 2025Article
- Conclusive Thoughts for a New Beginning.Children (Basel, Switzerland) · 2022Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study aims to examine the usefulness of an ad hoc worksheet for an Interpersonal Problem-Solving Skills Program (SCI-Labour) the effectiveness of which was tested by Bonete, Calero, and Fernández-Parra (2015). Data were taken from 44 adolescents and young adults with Autism Spectrum Disorder (ASD) (age M = 19.73; SD = 3.53; 39 men and 5 women; IQ M = 96.27, SD = 15.98), compared to a matched group (in age, sex, and nonverbal IQ) of 48 neurotypical participants. The task was conceived to promote the generalization of interpersonal problem-solving skills by thinking on different possible scenarios in the workplace after the training sessions. The results show lower scores in the worksheet delivered for homework (ESCI-Generalization Task) in the ASD Group compared to neurotypicals in total scores and all domains (Problem Definition, Quality of Causes, and Solution Suitability) prior to program participation. In addition, after treatment, improvement of the ASD Group was observed in the Total Score ESCI-Generalization Task and in the domains of Problem Definition, Quality of Causes, Number or Alternatives and Consequences, Time, and Solution Suitability. This is a valuable task in furthering learning within the SCI-Labour Program and may be a supplementary material in addressing the difficulties of interpersonal skills within this population, both in the workplace and in daily life. In conclusion, this task may provide useful information for identifying key difficulties among this population and could be implemented in a clinical setting as a complement to the SCI-Labour Program.
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Registered trials
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