Peer-Mediated Group Interventions to Improve Social Skills in Adolescents with Autism Spectrum Disorder and Comorbid Neurodevelopmental Conditions: A Scoping Review
DOI:
https://doi.org/10.13129/2612-4033/0110-4796Abstract
Background: Social skills are crucial for fostering positive peer relationships and social participation. Adolescents with neurodevelopmental disorders, particularly those with Autism Spectrum Disorder, but also with Attention Deficit Hyperactivity Disorder and Intellectual Disability, frequently struggle in this area.
Methods: This scoping review aims to identify evidence-based, peer-mediated group interventions designed to improve social skills in adolescents with Autism Spectrum Disorder, including those with comorbid neurodevelopmental conditions. Following PRISMA-ScR guidelines, we analyzed studies published between 2013 and 2024, focusing on early and middle adolescence (ages 11-16).
Results: The findings highlight that the vast majority of interventions target adolescents with Autism Spectrum Disorder, while research on ADHD, intellectual disabilities, or other neurodevelopmental disorders remains limited, and often includes cases of comorbidity or mixed diagnostic samples. Among the interventions, peer-mediated programs and structured cognitive-behavioral approaches, such as PEERS® and Social Skills Training, significantly improve social interactions and communication, and reduce maladaptive behaviors. However, most studies involve small, homogeneous samples, limiting the generalizability of the results.
Conclusions: Future research should expand the scope of social skills interventions to include a wide range of neurodevelopmental profiles. It seems also necessary to address gender differences, investigate the long-term effectiveness of the interventions, and increase accessibility to educational settings to promote social participation and autonomy among neurodivergent adolescents.
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