Abstract
The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention
for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social
skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition,
social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and
increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills
and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains
in nearly all domains with additional treatment gains at a 14-week follow-up assessment.
for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social
skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition,
social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and
increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills
and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains
in nearly all domains with additional treatment gains at a 14-week follow-up assessment.
- Content Type Journal Article
- Category Original Paper
- Pages 1-12
- DOI 10.1007/s10803-011-1339-1
- Authors
- Elizabeth A. Laugeson, Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 760 Westwood Plaza, Ste. 48-243B, Los Angeles, CA 90024, USA
- Fred Frankel, Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 300 Medical Plaza, Los Angeles, CA 90095, USA
- Alexander Gantman, Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 760 Westwood Plaza, Los Angeles, CA 90024, USA
- Ashley R. Dillon, Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 760 Westwood Plaza, Los Angeles, CA 90024, USA
- Catherine Mogil, Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 760 Westwood Plaza, Los Angeles, CA 90024, USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257