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Cognitive and Behavioral Interventions to Improve Social Skills

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Handbook of DSM-5 Disorders in Children and Adolescents

Abstract

Social dysfunction is a defining feature of many childhood psychiatric disorders, including neurodevelopmental disorders (e.g., autism spectrum disorder, attention-deficit/hyperactivity disorder, intellectual disability), anxiety, depression, and other externalizing conditions. Though the particular social challenges associated with each population may vary, the resulting peer rejection, peer isolation, and absence of meaningful relationships are transdiagnostic and have long-term implications for their social-emotional well-being and quality of life. Consequently, interventions focusing on social skills and social problem-solving have become a core component of comprehensive treatment programming. Social skills treatment programs based on cognitive and behavioral approaches are especially promising in ameliorating these symptoms and promoting social competence. This chapter will highlight cognitive, behavioral, and social learning-based intervention modalities (e.g., group-based, adult-facilitated, peer-mediated) and evidence-based strategies (e.g., behavioral modeling, video modeling, technology, self-management) to enhance the social independence and success of children and adolescents.

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Authors and Affiliations

  1. UCLA Semel Institute for Neuroscience and Human Behavior, Los Angeles, CA, USA

    Mi Na Park, Ruth Ellingsen & Elizabeth A. Laugeson

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  1. Mi Na Park
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  2. Ruth Ellingsen
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  3. Elizabeth A. Laugeson
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Correspondence to Mi Na Park .

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  1. Neurology, Learning and Behavior Center, Salt Lake City, Utah, USA

    Sam Goldstein

  2. Intermountain Healthcare, Salt Lake City, Utah, USA

    Melissa DeVries

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Park, M.N., Ellingsen, R., Laugeson, E.A. (2017). Cognitive and Behavioral Interventions to Improve Social Skills. In: Goldstein, S., DeVries, M. (eds) Handbook of DSM-5 Disorders in Children and Adolescents. Springer, Cham. https://doi.org/10.1007/978-3-319-57196-6_33

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