This chapter discusses a service learning course using combined board game activities and direct social skill teaching to enhance social and communicative skills of students with autism spectrum disorder (ASD). Ten students with ASD/social and emotional problems (aged 6–8) were invited to participate in an 8-week after-school training programme in a Hong Kong ordinary school. Each session was divided into two parts with 30 min of direct social skills instruction conducted by a teacher, followed by 60 min of board games facilitated by undergraduate students who were attending a social service learning course in a university. Most students with ASD engaged in playing board games and could apply the social and communicative skills that they learned in the training programmes. Facilitators also reported an increase in comprehension skills of students with ASD. Copyright © 2022 Springer Nature Singapore Pte Ltd.

This study examined the treatment efficacy of PEERS®; (Program for the Education and Enrichment of Relational Skills) among Chinese adolescents with autism spectrum disorder (ASD) in Hong Kong. The original PEERS®; manual was translated into Chinese, and cultural adjustments were made according to a survey among 209 local adolescents in the general population. 72 high-functioning adolescents with ASD were randomly assigned to a treatment or waitlist control group. The 14-week parent-assisted training significantly improved social skills knowledge and social functioning, and also reduced autistic mannerisms. Treatment outcomes were maintained for 3 months after training and replicated in the control group after delayed treatment. The present study represents one of the few randomized controlled trials on PEERS® conducted outside North America.
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http://dx.doi.org/10.1007/s10803-018-3728-1]

This paper aims at identifying the use, benefits and challenges of integrating Minecraft in teaching students with autism. Classroom observations, students-created manifests and interviews were conducted in two Chinese-speaking special schools in Hong Kong. It is concluded that Minecraft does have positive impact on how children with ASD learn. Students were more engaged in class, showed improved collaboration and communications skills, developed deeper relationship with their classmates and the teachers, and were more motivated to learn. Some potential challenges and concerns are discussed. Copyright © 2018 The Hong Kong Jockey Club.

Preschoolers with autism face a number of challenges in integrating into different community activities owing to behavioural, communication and emotional concerns. Since the year 2009, the Hong Kong Heep Hong Society has developed a training programme for enhancing community participation among individuals with autism. The current project reports findings of a qualitative study of special education teachers' perceptions concerning a range of issues with regard to the programme. Semi-structured one-to-one interviews were conducted to gather information from eight teachers who used the community participation programme. The results indicated that teachers perceived the programme as a useful tool for promoting community participation among preschoolers with autism. However, participants pointed out a number of barriers to implementing the programme effectively. The participants suggested ways to improve the quality of community participation programmes. Implications for teachers and other professionals are discussed.
[Copyright of Emotional & Behavioural Difficulties is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632752.2012.695535]