Abstract
The present article reviews the literature on psychosocial interventions for school-aged children with high-functioning autism spectrum disorder (ASD), and discusses current problems and tasks for future research. The primary intervention methods in early studies were based on social skills training (SST) which focused on communication skills, such as conversation or interaction with others. In more recent years, studies on the use of non-verbal communication (e.g., facial expression recognition), social cognition (e.g., theory of mind), and cognitive-behavioral approaches for emotional problems (e.g., depression or anxiety) have been conducted. In most of the studies reviewed, the efficacy of the intervention was reported. However, because the targets and methods of intervention, designs of the studies, and outcome measures were multifarious, it was not possible to determine generalized evidence on the efficacy of any particular intervention method. Finally, in the future, the development of manuals for intervention programs and verification of efficacy based on application in community settings should be considered. Discussion of psychosocial interventions for school-aged children with high-functioning autism spectrum disorder should focus on efficacy and limitations of approaches directed toward the acquisition of formal skills for specific problems that are closely related to each child's personal life history and social situation.
