Top

Journal of Autism and Developmental Disorders

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

01-03-2019 | Brief Report

Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents

Auteurs: Nicole L. Matthews, Jessica Laflin, Beatriz C. Orr, Katrina Warriner, Mary DeCarlo, Christopher J. Smith

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2020

Abstract

Evidence supporting the effectiveness of the PEERS® social skills intervention for adolescents with autism spectrum disorder is relatively strong. Less is known about whether the duration of the program impacts participant outcomes. The current study compared outcomes of participants randomly assigned to participate in an accelerated version of PEERS that met twice weekly for 7 weeks (n = 11) or the traditional PEERS program that met once weekly for 14 weeks (n = 10). The accelerated PEERS group demonstrated improvements consistent with previous research on the program, and treatment response did not differ significantly between the accelerated PEERS and traditional PEERS groups. Together, findings provide preliminary evidence that PEERS is effective when administered as a 7-week program.

vorige artikel Visual Disengagement: Genetic Architecture and Relation to Autistic Traits in the General Population

volgende artikel Systematic Review: Distribution of Age and Intervention Modalities in Therapeutic Clinical Trials for Autism Spectrum Disorder

Marchica and D’Amico (2016) did not assess parent-reported autism symptoms (i.e., the SRS-2) or the test of adolescent social skills knowledge (TASSK), so it is not possible to compare the two studies on these measures.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington: American Psychiatric Publishing.

Bellini, S. (2006). The development of social anxiety in adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disorders, 21, 138–145. https://doi.org/10.1177/10883576060210030201. CrossRef

Constantino, J. N., & Gruber, C. P. (2012). Social responsiveness scale, second edition (SRS-2) (2nd ed.). Torrance: Western Psychological Services.

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.2017.01.006. CrossRefPubMedPubMedCentral

Gotham, K., Bishop, S. L., Brunwasser, S., & Lord, C. (2014). Rumination and perceived impairment associated with depressive symptoms in verbal adolescent-adult ASD sample. Autism Research, 7, 381–391. https://doi.org/10.1002/aur.1377. CrossRefPubMedPubMedCentral

Gresham, F. M., & Elliot, S. N. (2008). Social skills improvement system: Rating Scales. Bloomington: Pearson Assessments.

Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test—Second edition (KBIT-2) manual (2nd ed.). Bloomington: Pearson Assessments.

Laugeson, E. A., & Frankel, F. (2010). The PEERS treatment manual. New York: Routledge.

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, 1025–1036. https://doi.org/10.1007/s10803-011-1339-1. CrossRefPubMed

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, 596–606. https://doi.org/10.1007/s10803-008-0664-5. CrossRefPubMed

Lochman, J. E. (1985). Effects of different treatment lengths in cognitive behavioral interventions with aggressive boys. Child Psychiatry and Human Development, 16(1), 45–56. CrossRef

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism diagnostic observation schedule, second edition (ADOS-2) manual (Part 1): Modules 1–4 (2nd ed.). Torrance: Western Psychological Services.

Marchica, L., & D’Amico, M. (2016). Examining the efficacy of an adapted version of the UCLA PEERS program with Canadian adolescents. Journal of Education & Social Policy, 3, 54–55.

Matthews, N. L., Orr, B. C., Warriner, K., DeCarlo, M., Sorensen, M., Laflin, J., & Smith, C. J. (2018). Exploring the effectiveness of a peer-mediated model of the PEERS curriculum: A pilot randomized control trial. Journal of Autism and Developmental Disorders, 48, 2458–2475. https://doi.org/10.1007/s10803-018-3504-2. CrossRefPubMed

McMahon, C. M., Vismara, L. A., & Solomon, M. (2013). Measuring changes in social behavior during a social skills intervention for higher-functioning children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 1843–1856. https://doi.org/10.1007/s10803-012-1733-3. CrossRefPubMedPubMedCentral

Muller, E., Shuler, A., & Yates, G. (2008). Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities. Autism, 12, 173 –190. https://doi.org/10.1177/1362361307086664. CrossRefPubMed

Schohl, K. A., Van Hecke, A., Carson, A. M., Dolan, B., Karst, J., & Stevens, S. (2013). 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, 532–545. https://doi.org/10.1007/s10803-013-1900-1. CrossRef

Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales, second edition (Vineland II: Survey forms manual) (2nd ed.). Bloomington: Pearson Assessments.

Spoth, R., & Redmond, C. (2000). Research on family engagement in preventive interventions: Toward improved use of scientific findings in primary prevention practice. Journal of Primary Prevention, 21(2), 267–284. CrossRef

Sterling, L., Dawson, G., Estes, A., & Greenson, J. (2008). Characteristics associated with presence of depressive symptoms in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 38, 1011–1018. https://doi.org/10.1007/s10803-007-0477-y. CrossRefPubMed

Tyminski, R. F., & Moore, P. J. (2008). The impact of group psychotherapy on social development in children with pervasive developmental disorders. International Journal of Group Psychotherapy, 58(3), 363–379. https://doi.org/10.1521/ijgp.2008.58.3.363. CrossRefPubMed

Van Hecke, A., Stevens, S., Carson, A. M., Karst, J. S., Dolan, B., Schohl, K.,… Brockman, S. (2015). Measuring the plasticity of social approach: A randomized controlled trial of the effects of PEERS intervention on EEG asymmetry in adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(2), 316–335. https://doi.org/10.1007/s10803-013-1883-y. CrossRefPubMed

Vickerstaff, S., Heriot, S., Wong, M., Lopes, A., & Dossetor, D. (2007). Intellectual ability, self-perceived social competence, and depressive symptomology in children with high-functioning autistic spectrum disorders. Journal of Autism and Developmental Disorders, 37, 1647–1664. https://doi.org/10.1007/s10803-006-0292-x. CrossRefPubMed

Titel: Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents
Auteurs: Nicole L. Matthews
Jessica Laflin
Beatriz C. Orr
Katrina Warriner
Mary DeCarlo
Christopher J. Smith
Publicatiedatum: 01-03-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 6/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-03939-9

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2020

Competitive Employment for Transition-Aged Youth with Significant Impact from Autism: A Multi-site Randomized Clinical Trial

Comparative Effectiveness of Parent–Child Interaction Therapy for Children with and Without Autism Spectrum Disorder

Comparing Rates of Diagnosis Using DSM-IV-TR Versus DSM-5 Criteria for Autism Spectrum Disorder

A Study of Asian Children Who are Diagnosed with Autism Spectrum Disorder and Available Support Services in Auckland, New Zealand

Do Children and Adults with Autism Spectrum Condition Anticipate Others’ Actions as Goal-Directed? A Predictive Coding Perspective

Effects of Cognitive Behavioral Therapy for Reducing Anxiety in Children with High Functioning ASD: A Systematic Review and Meta-Analysis