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1.
J Autism Dev Disord ; 46(6): 2251-2259, 2016 06.
Article in English | MEDLINE | ID: mdl-26886470

ABSTRACT

This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596-606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277-1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS.


Subject(s)
Autism Spectrum Disorder/psychology , Autism Spectrum Disorder/therapy , Peer Group , Social Skills , Adolescent , Autism Spectrum Disorder/diagnosis , Concept Formation , Female , Friends/psychology , Humans , Interpersonal Relations , Male , Verbal Behavior
2.
J Autism Dev Disord ; 44(3): 532-45, 2014 Mar.
Article in English | MEDLINE | ID: mdl-23893101

ABSTRACT

This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596-606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11-16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD.


Subject(s)
Child Development Disorders, Pervasive/therapy , Psychotherapy, Group/methods , Social Behavior , Adolescent , Child , Child Development Disorders, Pervasive/psychology , Female , Humans , Male , Treatment Outcome
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