(PS4-57) Parent-reported Social-emotional Improvements from a Pilot Quasi-randomized Controlled Trial of the Social Detective and Superflex Series Curriculum in Autistic Youth

Social difficulties are a well-established autistic trait (APA, 2013), which, if not addressed, can significantly affect interpersonal relationships, academic achievement, and psychological well-being (Silveira-Zaldivar et al., 2021). One intervention to enhance social outcomes is the Social Thinking Methodology, particularly the Social Detective/Superflex (SD/S) curriculum series. SD/S utilizes a superhero-themed approach to teach social-emotional learning through stories, activities, and discussions. While this curriculum is widely disseminated across school and clinic settings and has evidence of being well-received by professionals (Yadlosky, 2012), there is a need for independent empirical studies validating its efficacy (Crooke & Winner, 2016). Therefore, the current pilot quasi-randomized controlled trial seeks to assess the efficacy of SD/S, focusing on its impact on parent-reported social-emotional outcomes, with autistic youth in a laboratory setting. We hypothesized that SD/S participation will yield improvements in social-emotional outcomes relative to the control condition. 

Eighteen autistic children in grades 2-5 (Mage=8.44 years old; 14 males; VIQ ≥80) were assigned to participate in either the SD/S after-school group (n=9) or an attention control social group (engaged in unstructured social activities; matched for peer contact, time, and frequency). These groups met weekly for 20 weeks. Parent-report questionnaires assessed parent and child knowledge and use of SD/S vocabulary, autism symptoms (Social Responsiveness Scale; SRS-2), social skills (Social Skills Improvement System; SSIS), and executive functioning (Behavioral Rating Inventory of Executive Function, BRIEF-2) at three times: pre-group, post-group, and follow-up (3-6 weeks after group completion). Data were analyzed via t-tests and repeated measure ANOVAs. 

Both parent and child knowledge and use of SD/S vocabulary increased in the SD/S group compared to the control group (both p< .05). Both SD/S and control groups showed a decrease in autism symptoms from pre- to post-timepoints (p< .025). This decrease was maintained at the follow-up for the SD/S group (p=0.016), but not in the control group (p=0.099). Gains in social skills were maintained at follow-up in the SD/S group (p=0.019), but not in the control group (p=0.251). Executive functioning skills improved in the SD/S group (p=0.048) but not in the control group (p=0.2) from pre- to post-times.

As predicted, autistic children in the SD/S group demonstrated better outcomes in social-emotional learning compared to those in the control group. SD/S effectively improved social-emotional outcomes in autistic children, making it a promising intervention for helping autistic children navigate their social environments.