{'fraction_non_alphanumeric': 0.026642501132759403, 'fraction_numerical': 0.015768010874490257, 'mean_word_length': 5.30989136649514, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 1, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Social Intervention for Adolescence with Autism Spectrum Disorder (ASD): A Systematic Review

The systematic review aims to find the types of effective social interventions applied to adolescents with autism spectrum disorders (ASD) in several articles selected through the screening process in 2010-2018. The review was conducted with search keywords "social intervention" and "autism spectrum disorder" on 3 online databases, namely ERIC, Springer Link, and ScienceDirect. There were 8 articles reviewed from a total of 420 obtained from screening results according to inclusion and exclusion criteria. The results showed that the social skills of adolescents with autism spectrum disorder (ASD) can be improved and developed through several interventions such as the Program for the Education and Enrichment of Relational Skills (PEERS), Multimodal Anxiety and Social Skills Intervention (MASSI), Peer Network Intervention, and CBT-CSCA. The four interventions were significantly able to increase knowledge and social skills in adolescents who experienced ASD so that it could be a reference in the intervention process in subsequent applications. While measurement with the Social Skills Rating System (SSRS) by Gresham & Elliot is the most comprehensive measurement in improving adolescent social skills. This evidenced by several articles that use this measurement and have a positive impact. The development of interventions on symbolic communication among adolescents with ASD needs to be applied in future research.


Introduction
Adolescence is a period of development that is between childhood and adulthood which involves several developmental processes such as social-emotional, biological, and cognitive development (Santrock, 2014). Signs of adolescence can be found with the appearance of symptoms of puberty which are characteristic at this stage of development. Puberty in adolescence does not only involve changes in hormones and physical development, but changes also occur in their environmental processes, especially in building relationships with peers. Adolescents spend more time with peers who are almost the same age. Behind the beginning of the low supervision from more mature people, they place great hopes on peers around them (Brown & Larson, 2009).
In the process of development, not all adolescents success in carrying out their development tasks, because there are some adolescents who experience disorders. Autism Spectrum Disorder (ASD) is one of them. The American Psychiatric Association (APA, 2013) explained that ASD is a disorder that occurs with communication deficit characteristics, such as improper response to conversations, misreading of non-verbal interactions, and difficulty in building relationships with peers. While the American Psychological Association (APA) revealed that autism involves a disruption in social interactions and verbal and nonverbal communication, has limited interest, and tends to hurt themselves such as banging their heads and biting their hands.
ASD disorders certainly become a problem for adolescents who experience it. Because they have difficulties in establishing good relations with the surrounding environment, especially with peers. These disorders need special attention by the surrounding environment, parents, family, friends, and teachers to be among those who always pay attention to the disturbances that occur for adolescents with ASD. They can provide encouragement and motivation for their development in order to be able to go through the crisis they experience. ASD is a disorder caused by a lack of motivation from the surrounding environment. Therefore, encouragement becomes capital in helping adolescents who experience ASD (Chevallier et al., 2012).
Individuals who experience ASD are included in individuals who have special needs and need to get special education and assistance from the surrounding environment (Permendikbud, 2014). Assistance that can be given to adolescents with ASD disorders can be by giving intervention. Some interventions such as intervention in cognitive, behavioral, and social intervention skills can be given to those who experience ASD (Van Schalkwyk & Volkmar, 2015). Interventions must focus on improving communication, social, play and play skills  (Lindgren & Doobay, 2011). Therefore, a literature review of social interventions in adolescents with Autism Spectrum Disorder (ASD) was used in this study.
This literature review aims to analyze social interventions in adolescents who experience ASD. In analyzing this, the type of intervention and the impact of the intervention were also analyzed according to the selected study criteria. This is done to provide an overview of social interventions in enhancing the ability of adolescent relationships with ASD with the surrounding social environment, which can then become a guide and reference in implementing interventions in similar contexts in the future.

Systematic Search Procedure
To identify this review process, literature searches were found using three online databases namely the Education Resources Information Center (ERIC) with the URL address eric.ed.gov, Springer Link with the URL address link.springer.com, and ScienceDirect with the URL address www.sciencedirect.com. To simplify the search process, the search is based on the "social intervention" and "autism spectrum disorder" keyword.
Some of the criteria specified in the search process consist of inclusion and exclusion categories. Inclusion criteria include 1) Research that applies the process of social intervention, 2) Research using experimental methods, 3) Participants focus on adolescents who experience ASD, 4) Research from 2010 to 2018, 5) Articles downloaded in full, and 6) Literature used in English. While the exclusion criteria include articles involving children and adults, and articles that do not have procedures for implementing interventions, as well as articles that do not meet other inclusion criteria.

Identification of Inclusion and Exclusion Criteria
The article screening process begins with searching for articles that are in accordance with the keywords "social intervention" and "autism spectrum disorder" in the ERIC database, Springer Link, and ScienceDirect which found 420 articles. Then do the screening by looking 468 at the suitability of the title with the review literature process. From this process were found 98, and 322 articles out. Then filtering was carried out in accordance with research using experimental design. In this process, 54 articles were found and 44 articles were out.
The next step is screening the articles that apply the intervention process. Articles with the implementation of the intervention were found 34 and those who did not apply the intervention were 20 articles.
In the final stage, the screening process is narrowed with a focus on research from 2010 to 2018 and participants involving adolescents. Found 8 articles and 26 articles came out. 8 selected articles were then analyzed in-depth in the next process.

Intervention Overview
So far, we have found four types of social interventions that are believed to be able to have a positive impact on adolescents with autism spectrum disorder ( Multimodal Anxiety and Social Skills Intervention (MASSI) is an intervention based on the principles of CBT in overcoming the thoughts, feelings, and behavior of individuals and the interaction between the three parts to produce the desired change (White et al., 2010; (Sreckovic et al., 2017). These interventions are designed to improve relationships with peers and increase interaction between them by giving impetus to the social environment (Asmus et al., 2017;Carter et al., 2013;Biggs et al., 2018).
In general, the first step taken in this intervention is to observe for 10 minutes for adolescents who experience ASD with peers at lunch time. The intervention process occurs for 5 weeks at lunch time in an empty space.
CBT-CSCA interventions are based on cognitive-behavioral therapy, integrating mastery of behavior. The strategy used by this intervention by giving of training which includes didactic teaching, role-playing, modeling, behavioral training, coaching and homework given with supervision (Chan et al., 2018;Gresham et al., 2001). CBT-CSCA interventions conducted by Chan et al (2018) were first adopted and developed in the context of adolescents with Chinese citizenship.
CBT-CSCA is implemented in a community that facilitates adolescents who experience ASD in Hong Kong. This intervention was carried out in 4 groups, each consisting of 5-7 group members. Social competency training takes place with 15 sessions, each of which consists of 120 minutes using four main modules.

473
While MASSI intervention is one intervention program that is very useful and can be recommended for subsequent implementation (White et al., 2013). Peer Network Intervention is also able to increase the social interaction of adolescents in secondary schools and is able to reduce the tendency of bullying behavior among them (Sreckovic, et al., 2017;Gardner et al., 2014). Peer Network Intervention is also able to improve the communication process of individuals and be able to develop their language skills (Kamps et al., 2014). In contrast to Biggs et al (2018) research which states that Peer Network Intervention is indeed able to improve the process of interaction with peers, but it does not improve their symbolic communication.
CBT-CSCA besides being able to improve social competence is also able to improve or reduce autistic symptoms, psychopathology, and stress experienced by parents (Chan et al., 2018). Some of the interventions that have been carried out also involve the role of parents in the process. Intervention programs and assistance in developing social competence of children assisted by parents are very helpful in the long term (Mandelberg et al., 2014) and can improve parents' self-efficacy in parenting (Karst et al., 2014). Table 2 below show the resultf of social intervention for ASD.

Conclusion
The social skills of adolescents with autism spectrum disorder (ASD) can be improved and

Limitation
The literature review is currently only done on 3 online databases with keywords search "social intervention" and "autism spectrum disorders".

Further Research
Although intervention with Peer Network Intervention is one of the interventions in adolescents who experience ASD, it needs to be tested again with a focus on increasing adolescent symbolic communication. Because the intervention has not been able to significantly improve adolescent symbolic communication with peers (Biggs et al., 2018).
Some of the reviewed literature has implemented interventions in the context of each region in general, such as Asia, Latin, Caucasian, African, American. It is recommended that further research be applied to specific areas in a narrow context and interventions and measurements are also adjusted to that specific area, as Chan et al (2018) have done.