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Journal of Autism and Developmental Disorders

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Gepubliceerd in: Journal of Autism and Developmental Disorders 6/2012

01-06-2012 | Original Paper

Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program

Auteurs: Elizabeth A. Laugeson, Fred Frankel, Alexander Gantman, Ashley R. Dillon, Catherine Mogil

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2012

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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.
vorige artikel Valence Scaling of Dynamic Facial Expressions is Altered in High-Functioning Subjects with Autism Spectrum Disorders: an fMRI Study
volgende artikel Predictors and Moderators of Parent Training Efficacy in a Sample of Children with Autism Spectrum Disorders and Serious Behavioral Problems
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Metagegevens
Titel
Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program
Auteurs
Elizabeth A. Laugeson
Fred Frankel
Alexander Gantman
Ashley R. Dillon
Catherine Mogil
Publicatiedatum
01-06-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-011-1339-1

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