Social Skills Training for Adolescents With Autism Spectrum Disorder Using Facebook (Project Rex Connect): A Survey Study.
Social Skills Training for Adolescents With Autism Spectrum Disorder Using Facebook (Project Rex Connect): A Survey Study.
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DOI：
10.2196/mental.6605
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发表时间：
2017-01-23
影响因子：
5.2
通讯作者：
Borckardt J
中科院分区：
文献类型：
--
作者：
Gwynette MF;Morriss D;Warren N;Truelove J;Warthen J;Ross CP;Mood G;Snook CA;Borckardt J
患有自闭症谱系障碍（ASD）的青少年比神经正常的同龄人花更多的时间使用电子屏幕媒体;初步证据表明，计算机辅助或基于网络的干预可能有利于社交技能的获得。当代青少年几乎每天都通过电脑或手机访问互联网，Facebook是青少年最常用的社交媒体平台。这是第一项探索使用Facebook作为ASD青少年治疗工具的研究。研究使用基于网络的社交平台结合社交技能培训对ASD青少年的可行性和临床影响。这项试点研究招募了6名参与者（均为男性;平均年龄14.1岁）参加使用Facebook的在线社交技能培训组。在干预开始和结束时收集了参与者的社会和行为功能数据。结果测量包括社会反应量表-2，社会技能改善系统评定量表，和项目雷克斯家长调查。在干预结束时，对参与者的经历进行了调查。未观察到可测量结局的统计学显著差异。然而，Facebook的在线添加受到了参与者及其父母的欢迎。Facebook的干预能够在一个谨慎的隐私协议到位的情况下执行，并且对参与者的安全风险最小。利用Facebook为ASD青少年提供社交技能培训似乎是可行的，尽管这种增加的临床影响尚不清楚。值得注意的是，加入网上平台后，参与者的社交困难仍然存在，参与者仍然需要帮助才能在网上环境中与同龄人交往。一个基于网络的干预，如在这项研究中使用的一个有可能达到大量的ASD患者，并可以解决在获得面对面的治疗服务的差距。然而，Facebook网站和隐私设置的复杂性和不断发展的性质导致了许多独特的在线安全问题，可能会限制其临床实用性。在我们的研究中遇到的问题支持开发一个替代的和封闭的基于Web的社交平台，专门为ASD的目标受众设计的，这个平台可以是一个更安全，更容易调节的设置，以帮助社会技能的发展。尽管样本量小，目标症状无统计学显著改善，但使用电子屏幕媒体作为ASD青少年的治疗工具仍然是一个有前途的研究领域，有待进一步研究。我们的研究有助于为未来的可行性和安全性障碍提供信息。
Adolescents with autism spectrum disorder (ASD) spend more time using electronic screen media than neurotypical peers; preliminary evidence suggests that computer-assisted or Web-based interventions may be beneficial for social skills acquisition. The current generation of adolescents accesses the Internet through computers or phones almost daily, and Facebook is the most frequently used social media platform among teenagers. This is the first research study to explore the use of Facebook as a therapeutic tool for adolescents with ASD. To study the feasibility and clinical impact of using a Web-based social platform in combination with social skills training for adolescents with ASD. This pilot study enrolled 6 participants (all males; mean age 14.1 years) in an online social skills training group using Facebook. Data was collected on the participants’ social and behavioral functioning at the start and conclusion of the intervention. Outcome measures included the Social Responsiveness Scale-2, the Social Skills Improvement System Rating Scale, and the Project Rex Parent Survey. Participants were surveyed at the conclusion of the intervention regarding their experience. No statistically significant differences in measurable outcomes were observed. However, the online addition of Facebook was well received by participants and their parents. The Facebook intervention was able to be executed with a careful privacy protocol in place and at minimal safety risk to participants. The utilization of Facebook to facilitate delivery of social skills training for adolescents with ASD appears to be feasible, although the clinical impact of such an addition is still unclear. It is important to note that social difficulties of participants persisted with the addition of the online platform and participants still required assistance to engage with peers in an online environment. A Web-based intervention such as the one utilized in this study has the potential to reach a mass number of patients with ASD and could address disparities in access to in-person treatment services. However, the complexity and evolving nature of Facebook’s website and privacy settings leads to a number of unique online safety concerns that may limit its clinical utility. Issues encountered in our study support the development of an alternative and closed Web-based social platform designed specifically for the target audience with ASD; this platform could be a safer and more easily moderated setting for aiding in social skills development. Despite a small sample size with no statistically significant improvements of target symptoms, the use of electronic screen media as a therapeutic tool for adolescents with ASD is still a promising area of research warranting further investigation. Our study helps inform future obstacles regarding feasibility and safety.