Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

23-07-2022 | S.I. :Expanding Telehealth Opportunities in Neurodevelopmental Disorders

Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents

Auteurs: Elyse J. Adler, Hillary K. Schiltz, Danielle M. Glad, Sarah A. Lehman, Sara K. Pardej, Rachel E. Stanley, Amy V. Van Hecke

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2022

Abstract

The COVID-19 pandemic sparked a worldwide transition to providing online services overnight, highlighting the urgent need for empirically supported telehealth interventions. The current study examined the effects of PEERS® for Adolescents Telehealth, an adaptation from the original social skills intervention developed for in-person provision, among 22 autistic adolescents and their caregivers. To evaluate the intervention, caregivers completed questionnaires assessing core autistic features and frequency of get-togethers. Adolescents completed questionnaires measuring social knowledge and frequency of get-togethers. Improvements in social skills knowledge, increased get-togethers, and decreased core autistic symptoms were evident. Preliminary results suggest PEERS® for Adolescents Telehealth improves social competence, as found for the in-person version. Further research exploring the equivalence of telehealth to in-person social skills intervention is recommended.

vorige artikel Trends in Geographic Access to Board Certified Behavior Analysts Among Children with Autism Spectrum Disorder, 2018–2021

volgende artikel Exploring the Cognitive Model of Social Anxiety in Autistic Young People—The Central Role of Bodily Symptoms

Akemoglu, Y., Hinton, V., Laroue, D., & Jefferson, V. (2021). A parent-implemented shared reading intervention via telepractice. Journal of Early Intervention., 10, 10538151211032212.

Antezana, L., Scarpa, A., Valdespino, A., Albright, J., & Richey, J. A. (2017). Rural trends in diagnosis and services for autism spectrum disorder. Frontiers in Psychology, 8, 590.CrossRefPubMedPubMedCentral

Baharav, E., & Reiser, C. (2010). Using telepractice in parent training in early autism. Telemedicine and e-Health, 16(6), 727–731.CrossRefPubMed

Center for Independence of the Disabled in New York. (2004). Lessons learned from the World Trade Center disaster: Emergency preparedness for people with disabilities in New York. New York: Center for Independence of the Disabled in New York.

Cihon, J. H., Ferguson, J. L., Lee, M., Leaf, J. B., Leaf, R., & McEachin, J. (2021). Evaluating the cool versus not cool procedure via telehealth. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-021-00553-zCrossRefPubMedPubMedCentral

Constantino, J. N., Davis, S. A., Todd, R. D., Schindler, M. K., Gross, M. M., Brophy, S. L., Metzger, L. M., Shoushtari, C. S., Splinter, R., & Reich, W. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview-revised. Journal of Autism and Developmental Disorders, 33(4), 427–433. https://doi.org/10.1023/A:1025014929212CrossRefPubMed

Corbett, B. A., Swain, D. M., Coke, C., Simon, D., Newsom, C., Houchins-Juarez, N., & Song, Y. (2014). Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention. Autism Research, 7, 4–16.CrossRefPubMed

Degli Espinoda, F., Metko, A., Raimondi, M., Impenna, M., & Scognamiglio, E. (2020). A model of support for families of children with autism living in the COVID-19 lockdown: Lessons from Italy. Behavior Analysis in Practice, 13, 550–558. https://doi.org/10.1007/s40617-020-00438-7CrossRef

Dolan, B. K., Van Hecke, A. V., Carson, A. M., Karst, J. S., Stevens, S., Schohl, K. A., Potts, S., Kahne, J., Linneman, N., Remmel, R., & Hummel, E. (2016). Brief report: Assessment of intervention effects on in vivo peer interactions in adolescents with autism spectrum disorder (ASD). Journal of Autism and Developmental Disorders, 46(6), 2251–2259. https://doi.org/10.1007/s10803-016-2738-0CrossRefPubMedPubMedCentral

Ellison, K. S., Guidry, J., Picou, P., Adenuga, P., & Davis, T. E. (2021). Telehealth and autism prior to and in the age of the COVID-19: A systematic and critical review of the last decade. Clinical Child and Family Psychology Review, 24, 599–630. https://doi.org/10.1007/s10567-021-00358-0CrossRefPubMedPubMedCentral

Estabillo, J., Adery, L., Moody, C., Poulhazan, S., Denluck, E., & Laugeson, E. (2021, April). PEERS for Adolescents via Telehealth Delivery: Thumbs Up or Thumbs Down? [Symposium].In 54th Annual Gatlinburg Conference.

Frankel, F., & Mintz, J. (2011). Maternal reports of play dates of clinic referred and community children. Journal of Child and Family Studies, 20(5), 623–630. https://doi.org/10.1007/s10826-010-9437-9CrossRefPubMed

Gates, J. A., Kang, E., & Lerner, M. D. (2017). Efficacy of group social skills interventions for youth with autism spectrum disorder: A systematic review and meta-analysis. Clinical Psychology Review, 52, 164–181. https://doi.org/10.1016/j.cpr.2017.01.006CrossRefPubMedPubMedCentral

Hao, Y., Franco, J. H., Sundarrajan, M., & Chen, Y. (2021). A pilot study comparing tele-therapy and in-person therapy: Perspectives from parent-mediated intervention for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 51(1), 129–143.CrossRefPubMed

Harris, L., Gilmore, D., Hanks, C., Coury, D., Moffatt-Bruce, S., Garvin, J. H., & Hand, B. N. (2021). “It was surprisingly equivalent to the appointment I had in person”: Advantages and disadvantages of synchronous telehealth for delivering primary care for autistic adults. Autism. https://doi.org/10.1177/13623613211060589CrossRefPubMedPubMedCentral

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 1–20, 4013–4032. https://doi.org/10.1007/s10803-020-04844-CrossRef

Karst, J. S., Van Hecke, A. V., Carson, A. M., Stevens, S., Schohl, K., & Dolan, B. (2015). Parent and family outcomes of PEERS: A social skills intervention for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(3), 752–765.CrossRefPubMed

Ke, F., Whalon, K., & Yun, J. (2018). Social skill interventions for youth and adults with autism spectrum disorder: A systematic review. Review of Educational Research, 88(1), 3–42.CrossRef

Koegel, R., Kim, S., Koegel, L., & Schwartzman, B. (2013). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders, 43, 2121–2134.CrossRefPubMedPubMedCentral

Laugeson, E., & Frankel, F. (2010). Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. Routledge/taylor & Francis Group. https://doi.org/10.4324/9780203867686CrossRef

Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(4), 596–606. https://doi.org/10.1007/s10803-008-0664-5CrossRefPubMed

Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Autism and Developmental Disorders, 42(6), 1025–1036. https://doi.org/10.1007/s10803-011-1339-1CrossRefPubMed

Mandelberg, J., Laugeson, E. A., Cunningham, T. D., Ellingsen, R., Bates, S., & Frankel, F. (2014). Long-term treatment outcomes for parent-assisted social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Mental Health Research in Intellectual Disabilities, 7(1), 45–73. https://doi.org/10.1080/19315864.2012.730600CrossRef

Manning, J., Billian, J., Matson, J., Allen, C., & Soares, N. (2021). Perceptions of families of individuals with autism spectrum disorder during the COVID-19 crisis. Journal of Autism and Developmental Disorders, 51, 2920–2928. https://doi.org/10.1007/s10803-020-04760-5CrossRefPubMed

McVey, A. J., Dolan, B. K., Willar, K. S., Pleiss, S., Karst, J. S., Casnar, C. L., Caiozzo, C., Vogt, E. M., Gordon, N. S., & van Hecke, A. V. (2016). A replication and extension of the PEERS® for young adults social skills intervention: Examining effects on social skills and social anxiety in young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(12), 3739–3754. https://doi.org/10.1007/s10803-016-2911-5CrossRefPubMedPubMedCentral

Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. W. (2016). Internet-based parent-implemented intervention for young children with autism: A pilot study. Journal of Early Intervention, 38(1), 3–23.CrossRef

Miyake, C., Hong, E., Dixon, D., & Novack, M. (2018, February). Effectiveness of the Program for the Education and Enrichment of Relational Skills (PEERS®) Delivered Via Telehealth [Poster].In 12th Annual Autism Conference.

Nuernberger, J. E., & K. K., Ringdahl, J. E., Vargo, K. K., Crumpecker, A. C., & Gunnarsson, K. F. (2013). Using a behavioral skills training package to teach conversation skills to young adults with autism spectrum disorders. Research in Autism Spectrum Disorders, 7, 411–417.CrossRef

Pakyurek, M., Yellowlees, P., & Hilty, D. (2010). The child and adolescent telepsychiatry consultation: Can it be a more effective clinical process for certain patients than conventional practice? Telemedicine and e-Health, 16(3), 289–292.CrossRefPubMed

Schiltz, H. K., McVey, A. J., Dolan, B. K., Willar, K. S., Pleiss, S., Karst, J. S., Carson, A. M., Caiozzo, C., Vogt, E. M., Yund, B. D., & Van Hecke, A. V. (2018). Changes in depressive symptoms among adolescents with ASD completing the PEERS® social skills intervention. Journal of Autism and Developmental Disorders, 48(3), 834–843. https://doi.org/10.1007/s10803-017-3396-6CrossRefPubMed

Schmidt, C., & Stichter, J. P. (2012). The use of peer-mediated intervention to promote the generalization of social competence for adolescents with high-functioning autism and Asperger’s syndrome. Exceptionality, 20, 94–113.CrossRef

Schohl, K. A., Van Hecke, A. V., Carson, A. M., Dolan, B., Karst, J., & Stevens, S. (2014). A replication and extension of the PEERS intervention: Examining effects on social skills and social anxiety in adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(3), 532–545. https://doi.org/10.1007/s10803-013-1900-1CrossRefPubMed

Smile, S. C. (2020). Supporting children with autism spectrum disorder in the face of the COVID-19 pandemic. Canadian Medical Association Journal, 192, E587.CrossRefPubMedPubMedCentral

Tokatly Latzer, I., Leitner, Y., & Kernieli-Miller, O. (2021). Core experiences of parents of children with autism during the COVID-19 pandemic lockdown. Autism, 25, 1047–1059. https://doi.org/10.1177/1362361320984317CrossRefPubMed

Tripathi, I., Estabillo, J. A., Moody, C. T., & Laugeson, E. A. (2021). Long-term treatment outcomes of PEERS® for preschoolers: A parent-mediated social skills training program for children with autism spectrum disorder. Journal of Autism and Developmental Disorders Published, 52(6), 2610–2626. https://doi.org/10.1007/s10803-021-05147-wCrossRef

White, S. W., Stoppelbein, L., Scott, H., & Spain, D. (2021). It took a pandemic: Perspectives on impact, stress, and telehealth from caregivers of people with autism. Research in Developmental Disabilities. https://doi.org/10.1016/j.ridd.2021.103938CrossRefPubMed

Titel: Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents
Auteurs: Elyse J. Adler
Hillary K. Schiltz
Danielle M. Glad
Sarah A. Lehman
Sara K. Pardej
Rachel E. Stanley
Amy V. Van Hecke
Publicatiedatum: 23-07-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05666-0

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2022

Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training

“Knowing That I’m Not Necessarily Alone in My Struggles”: UK Autistic Performing Arts Professionals’ Experiences of a Mentoring Programme

Defining in Detail and Evaluating Reliability of DSM-5 Criteria for Autism Spectrum Disorder (ASD) Among Children

Exploring the Cognitive Model of Social Anxiety in Autistic Young People—The Central Role of Bodily Symptoms

Acceptability of A Virtual Mind-Body Group Intervention for Teen Siblings of Children with Autism Spectrum Disorder

A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities