A systematic review of target skills in social skills training for attention deficit hyperactivity disorder and autism spectrum disorder

Objectives

To categorize the target skills addressed in experimental and quasi-experimental Social Skills Training (SST) studies involving children and adolescents with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), based on the domains proposed by Grover et al. (2020).

Methods

A systematic review was conducted following PRISMA guidelines, using the PICO strategy. The protocol was registered in the PROSPERO database under CRD 420250651082. Methodological quality of included studies was assessed using the Joanna Briggs Institute tool.

Results

Thirteen studies met the inclusion criteria, addressing four skill categories: communication, cognition, problem-solving, and emotional regulation. Communication and cognition were the most frequently targeted domains. Most interventions took place in school, clinical, or outpatient settings, typically led by trained professionals. In ASD, communication and cognition training improved social skills, but there were no gains in theory of mind. In ADHD, interventions targeting cognition and emotional regulation improved depressive symptoms and social skills, with effects varying based on the specific skills trained. Overall, the programs were effective, though the components were rarely detailed.

Conclusions

Social skills training appears to be effective for children and adolescents with ASD and ADHD, particularly when communication skills are prioritized. However, there is a significant lack of operationalization in these interventions, which limits comparability across studies and highlights the need for standardized categorization and the inclusion of digital social skills. Future randomized controlled trials are essential to identify the most effective strategies for promoting interpersonal engagement.