poor reporting, weak study design, high attrition social interactions by delivering training in related rates, and small or unrepresentative samples skills, such as play behaviour and language, (Cattan et al. 2005: 57-8). rather than training specific social behaviours. This should not be seen as conclusive evidence Peer mediated interventions involve training that one-to-one or at-home interventions non-disabled peers to direct and respond to the do not work. It may be the case that these social behaviours of children with ASD. Finally, interventions were ineffective in particular comprehensive interventions involve social skills studies, but equally the study design or choice interventions that combine two or more of the of outcome measurements may have been aforementioned intervention categories (Bellini problematic (Dickens et al. 2011). Either way, it et al. 2007). does emphasise the need to fully engage with, Gresham and others noted that the weak and consider the needs of, the individuals being outcomes of social skills interventions may be supported while designing and implementing attributed to location: they often take place in any interventions. “contrived, restricted, and decontextualised” Intervention strategies (2001: 340) settings. In contrast, interventions that are implemented in a normal classroom Improving social skills setting are more effective across a range of Social skills can take a range of forms, including measures (Bellini et al. 2007). This finding has conversational skills, speaking on the telephone, clear implications for school-based social skills giving and receiving compliments, handling interventions, but it also suggests that social skills periods of silence, non-verbal communication interventions in general may be more effective methods, and approaches to physical intimacy in natural, rather than artificial, settings. The (Masi et al. 2008). researchers also recommended that social skills Social skills training (SST) is one type of child- interventions be implemented more intensely and specific intervention, which involves teaching frequently than the level presently delivered to specific skills (e.g. maintaining eye contact, children with social skills deficits. initiating conversation) through behavioural and Underdeveloped social skills can impede one’s social learning techniques (Cooper et al. 1999). ability to establish meaningful social relationships, SST is an appealing intervention approach for which often leads to withdrawal and a life of use with children with ASD because it provides social isolation, yet few children receive adequate the opportunity to practise newly learned skills social skills training (Hume, Bellini and Pratt in a relatively natural format that may promote 2005). Social skills are an important factor in interaction with other children (Barry et al. 2003). ensuring successful social, emotional, and Other promising strategies were developed cognitive development. As such, effective social based on knowledge of the literature, including skills training from a young age can help reduce characteristic learning styles and specific deficits the risk of isolation and loneliness in later life. associated with ASD, as well as knowledge of Enhancing social support the individual participants in the groups (Williams To some extent, loneliness and social support can White et al. 2007). be seen as opposite concepts. Loneliness refers According to McConnell (2002), environmental to the experience of deficits in social relations, modifications involve modifications to the physical while social support refers to the availability of and social environment that promote social interpersonal resources (Perlman and Peplau interactions between children with ASD and 1984: 18). Research on social support has their peers. Child-specific interventions involve investigated both subjective (perceived) support the direct instruction of social behaviours, such and objective social support (House 1981). as initiating and responding. Collateral skills Researchers also distinguish between tangible interventions involve strategies that promote Interventions 24