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Although some literature reviews cited mixed results for group-based social competence interventions in schools, existing descriptions of intervention efficacy often lack attention on important factors that may moderate differential response. Some studies suggest that individual characteristics such as diagnosis (i.e., specific deficit clusters) or behavioral profiles may be important social outcome moderators. Given the interactive nature of group-based interventions, understanding how individual characteristics combine to influence outcomes for the group as a whole is an important next step. By using a multisite cluster randomized control trial (n = 274), the current study explores the impact that varying student characteristics have on outcomes of the Social Competence Intervention for Adolescents (SCI-A; Stichter, Herzog, Owens, & Malugen, 2016; Stichter et al., 2010) compared to outcomes of business-as-usual (BAU) practices. Researchers hypothesized that (a) SCI-A would be more effective than BAU in improving ratings of students' social functioning when students within groups were more similar to each other on relevant diagnostic and behavioral indicators, and (b) that within SCI-A only, more versus less homogenous groups would demonstrate greater social outcome gains. Results offer some support for these hypotheses: SCI-A was more effective in improving social communication and motivation when groups were diagnostically similar (ds > 0.55). Considering changes in social awareness and communication, SCI-A was more effective when groups were heterogeneous on socially competent behavior (ds > 1.32) and less effective when groups were heterogeneous on antisocial behavior (ds > 1.00). The authors discuss the implications and importance of research exploring factors such as group composition that may moderate intervention response in applied settings.

Numerous research groups have consistently called for increased rigor within the evaluation of social programming to better understand pivotal factors to treatment outcomes. The underwhelming data on the essential features of social competence programs for students with behavior challenges may, in part, be attributed to the manner by which available measures are accessed within applied research. The growing literature highlighting the bidirectionality of executive functioning (EF) and social competence supports a comprehensive evaluation of EF within intervention outcomes. Existing data from a suite of four informant and performance measures frequented within EF literature were evaluated as a case example of the contribution of EF in relation to the impact of the Social Competence Intervention for Adolescents (SCI-A) curriculum on social competence. Analyses explored a more "child-world" approach to EF assessment within a context of general social competence gains. Key findings highlight students' improvements in broad, informant-based measures of executive function and in performance-based tasks designed to assess specific EF processes. Furthermore, these measures provide unique sources of information. Implications for the use of multisource executive function assessments within social competence interventions are discussed.

Despite the movement toward identification of evidence-based practices (EBPs), there is a discrepancy in the availability of school-based EBPs targeting the unique needs of students with high functioning forms of autism and related social needs. Based on calls for systematic intervention development and evaluation processes, the current study describes the manualization, feasibility, and effectiveness testing of the school-based Social Competence Intervention for Adolescents (SCI-A) curriculum. School personnel were trained to implement SCI-A to a targeted student population. Fidelity and social validity data indicated curriculum feasibility and acceptability within secondary school settings. Student social functioning, executive functioning, and theory of mind demonstrated postintervention gains with moderate effect sizes. Results are promising for SCI-A's continued positive trajectory within the phases of EBP evaluation research. Challenges for intervention effectiveness testing within schools and future considerations for evaluating EBPs are discussed.

Individuals with Pervasive Developmental Disorders (PDD) have social competence impairments that can result in negative adult outcomes. Despite considerable research on social skills training, little is available to evaluate these programs. This study describes the development, administration, and utility of a progress-monitoring tool for assessing social skill constructs. The General Social Outcome Measure (GSOM) was developed to capture change in social competence abilities. The GSOM assessed students before, during, and after a scaffolded five-unit social competence intervention (SCI) for youth (ages 10-15 years) with PDD. Repeated measures ANOVAs on GSOM scores (N = 42) revealed significant changes. This study provides initial direction for the design and use of performance-based assessments, such as the GSOM, for effective decision making in the evaluation of SCIs. (Contains 3 tables and 1 figure.)

Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067-1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings.

Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup's social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11-14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted.

Grounded in family systems and ecological theories, this study examined teenage mothers' perceptions of fathers' parental involvement and the role of teenage mothers' gatekeeping beliefs. Fathers' involvement was perceived to be greater when teenage parents were romantically involved (n = 55). When they no longer shared a romantic relationship (n = 59), mothers' satisfaction with and desire for fathers' involvement (i.e., gatekeeping beliefs) mediated the association between mothers' perceptions of developmental and contextual factors and their perceptions of fathers' involvement. Overall, the proposed developmental-contextual model was not significant for romantically involved teenage parents. Findings underscore the need to account for and incorporate issues related to relationship status, grandparent support, historical support, and maternal gatekeeping beliefs when developing programs for adolescent parents.

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1741-3729.2007.00456.x Byline: Melissa J. Herzog (**), Adriana J. Umana-Taylor (**), Debra A. Madden-Derdich (**), Stacie A. Leonard (**) Keywords: coparenting; father involvement; parenting; teenage father Abstract: Abstract: Grounded in family systems and ecological theories, this study examined teenage mothers' perceptions of fathers' parental involvement and the role of teenage mothers' gatekeeping beliefs. Fathers' involvement was perceived to be greater when teenage parents were romantically involved (n = 55). When they no longer shared a romantic relationship (n = 59), mothers' satisfaction with and desire for fathers' involvement (i.e., gatekeeping beliefs) mediated the association between mothers' perceptions of developmental and contextual factors and their perceptions of fathers' involvement. Overall, the proposed developmental-contextual model was not significant for romantically involved teenage parents. Findings underscore the need to account for and incorporate issues related to relationship status, grandparent support, historical support, and maternal gatekeeping beliefs when developing programs for adolescent parents. Article note: (**) Melissa J. Herzog is a doctoral candidate in Family and Human Development at Arizona State University, School of Social and Family Dynamics, P.O. Box 873701, Tempe, AZ 85287-3701 (melissa.herzog@asu.edu). Adriana J. Umana-Taylor is Assistant Professor of Family and Human Development at Arizona State University, School of Social and Family Dynamics, P.O. Box 873701, Tempe, AZ 85287-3701 (adriana.umana-taylor@asu.edu). Debra A. Madden-Derdich is Adjunct Professor of Family and Human Development at Arizona State University, School of Social and Family Dynamics, P.O. Box 873701, Tempe, AZ 85287-3701 (dmadden@asu.edu). Stacie A. Leonard is a Faculty Associate in Family and Human Development at Arizona State University, School of Social and Family Dynamics, P.O. Box 873701, Tempe, AZ 85287-3701 (stacie.foster@asu.edu).

This study assesses the communication of young adults in relation to parental divorce and past interparental conflict. Results indicate that parental divorce is predictive of poorer reported intimate communication while perceived interparental conflict is predictive of poorer reported non-intimate communication, especially for females. Further analyses of specific conflict dimensions reveal that intensity of interparental conflict was associated with females' non-intimate communication while poor conflict resolution was related to both areas of communication for males. Results have implications for therapeutic settings, marriage and divorce education, and future research. KEYWORDS. Communication, interparental conflict, young adults, divorce

Many populations served by special education, including those identified with autism, emotional impairments, or students identified as not ready to learn, experience social competence deficits. The Social Competence Intervention-Adolescents’ (SCI-A) methods, content, and materials were designed to be maximally pertinent and applicable to the social competence needs of early adolescents (i.e., age 11-14 years) identified as having scholastic potential but experiencing significant social competence deficits. Given the importance of establishing intervention efficacy, the current paper highlights the results from a four-year cluster randomized trial (CRT) to examine the efficacy of SCI-A (n = 146 students) relative to Business As Usual (n = 123 students) school-based programming. Educational personnel delivered all programming including both intervention and BAU conditions. Student functioning was assessed across multiple time points, including pre-, mid-, and post-intervention. Outcomes of interest included social competence behaviors, which were assessed via both systematic direct observation and teacher behavior rating scales. Data were analyzed using multilevel models, with students nested within schools. Results suggested after controlling for baseline behavior and student IQ, BAU and SCI students differed to a statistically significant degree across multiple indicators of social performance. Further consideration of standardized mean difference effect sizes revealed these between-group differences to be representative of medium effects (d > .50). Such outcomes pertained to student (a) awareness of social cues and information, and (b) capacity to appropriately interact with teachers and peers. The need for additional power and the investigation of potential moderators and mediators of social competence effectiveness are explored. [ABSTRACT FROM AUTHOR]

Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11-14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group (n = 16) or to the waitlist comparison group (n = 10). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents' well being. [ABSTRACT FROM AUTHOR]