A metacognitive training pilot study for adolescents with autism spectrum disorder: Lessons learned from the preliminary stages of intervention development

ABSTRACT

Background Cognitive differences, including deficits in self-awareness, are common in high-functioning individuals with autism spectrum disorder (ASD) and represent a fruitful target for intervention. The current project presents the preliminary research undertaken in the development of metacognitive training (MCT), an intervention designed to increase knowledge about personal strengths and challenges in adolescents with ASD.

Method Two groups of 4 adolescents with ASD completed MCT, as well as measures to assess satisfaction and adverse effects. Visual inspection and thematic analysis were used to interpret the data.

Results Overall, both participants and their parents rated MCT favourably; the youth most enjoyed the interactive activities, whereas parents appreciated the opportunity for socialising and psychoeducation. There were no systematic changes on quantitative measures of adverse effects (i.e. self-esteem or depression).

Conclusion Although the results suggest further investigation of MCT may be warranted, certain modifications to the MCT protocol and research methodology are needed.

KEYWORDS:

• autism spectrum disorder
• adolescence
• metacognition
• intervention development

Additional information

Funding

This study was supported by grants from the Department of Psychiatry Research Fund (Department of Psychiatry, Dalhousie University) and the IWK Health Centre. Thank you to Michelle Kerr, Heather Phelan, and Kate Rancourt for their assistance with data collection and group facilitation. Laura Goodman was supported by funding from the Natural Sciences and Engineering Research Council of Canada and was a trainee of the Canadian Institutes of Health Research funded Autism Research Training Program.