Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

10-03-2022 | Original Paper

Examining Feasibility and Outcomes of the PEERS® for Preschoolers Program

Auteurs: Reina S. Factor, Hannah M. Rea, Elizabeth A. Laugeson, Angela Scarpa

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2023

Abstract

Social impairments characteristic of autism spectrum disorder (ASD) are evident in early childhood and often worsen. There is a paucity of evidence-based interventions explicitly targeting social skill development for young children with ASD and few actively integrate caregivers. The PEERS® program, an evidence-based caregiver-assisted social skills program, was extended for young children with ASD (i.e., PEERS® for Preschoolers (P4P)). This pilot study expands upon initial results by examining the feasibility of a briefer intervention period and the effectiveness in improving child social skills among 15 children with ASD. Results suggest P4P recruitment, participant retention, and implementation are feasible across clinicians and sites. Further, P4P appears to improve social skills, maintained post-intervention. Future research might examine mechanisms that lead to results.

vorige artikel Social and Behavioural Outcomes of School Aged Autistic Children Who Received Community-Based Early Interventions

volgende artikel Acceptance and Commitment Therapy Group Intervention for Parents of Children with Disabilities (Navigator ACT): An Open Feasibility Trial

Many self-advocates from the autism community (Bury et al., 2020) and current research has indicated both a preference for identify first language (e.g., autistic children) or language describing the individual. Therefore, this language will be utilized throughout the present manuscript.

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

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447–456. https://doi.org/10.1111/1467-8624.00156CrossRefPubMed

Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489–507. https://doi.org/10.1023/A:1025827427901CrossRefPubMed

Bearss, K., Johnson, C., Handen, B., Smith, T., & Scahill, L. (2013). A pilot study of parent training in young children with autism spectrum disorders and disruptive behavior. Journal of Autism and Developmental Disorders, 43(4), 829–840. https://doi.org/10.1007/s10803-012-1624-7CrossRefPubMed

Bottema-Beutel, K., Mullins, T. S., Harvey, M. N., Gustafson, J. R., & Carter, E. W. (2016). Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices. Autism, 20(2), 196–206. https://doi.org/10.1177/1362361315574888CrossRefPubMed

Bottema-Beutel, K., Park, H., & Kim, S. Y. (2018). Commentary on social skills training curricula for individuals with ASD: Social interaction, authenticity, and stigma. Journal of Autism and Developmental Disorders, 48(3), 953–964. https://doi.org/10.1007/s10803-017-3400-1CrossRefPubMed

Boyd, B. A., Hume, K., McBee, M. T., Alessandri, M., Gutierrez, A., Johnson, L., & Odom, S. L. (2014). Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(2), 366–380. https://doi.org/10.1007/s10803-013-1877-9CrossRefPubMed

Bristol, M. M., Gallagher, J. J., & Holt, K. D. (1993). Maternal depressive symptoms in autism: response to psychoeducational intervention. Rehabilitation Psychology, 38(1), 3.CrossRef

Bury, S. M., Jellett, R., Spoor, J. R., & Hedley, D. (2020). “It defines who I am” or “It’s something I have”: What language do [autistic] Australian adults [on the autism spectrum] prefer? Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-020-04425-3CrossRef

Caplan, B., Blacher, J., & Eisenhower, A. (2019). Responsive Parenting and Prospective Social Skills Development in Early School-Aged Children with Autism Spectrum Disorder. Journal of Autism and Developmental DisorderS., 49, 3203–3217. https://doi.org/10.1007/s10803-019-04039-4CrossRefPubMed

Clearinghouse, W. W. (2017). Reviewer guidance for use with the procedures and standards handbooks (Version 4.0).

Constantino, J. N., & Gruber, C. P. (2012). Social Responsiveness Scale (2nd ed.). Western Psychological Services.

Corona, L. L., Janicki, C., Milgramm, A., & Christodulu, K. V. (2019). Brief report: Reductions in parenting stress in the context of PEERS—A social skills intervention for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(12), 5073–5077. https://doi.org/10.1007/s10803-019-04201-yCrossRefPubMed

DeRosier, M. E., Swick, D. C., Davis, N. O., McMillen, J. S., & Matthews, R. (2011). The efficacy of a social skills group intervention for improving social behaviors in children with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(8), 1033–1043. https://doi.org/10.1007/s10803-010-1128-2CrossRefPubMed

Factor, R. S., Ryan, S. M., Farley, J. P., Ollendick, T. H., & Scarpa, A. (2017). Does the presence of anxiety and ADHD symptoms add to social impairment in children with autism spectrum disorder? Journal of Autism and Developmental Disorders, 47(4), 1122–1134. https://doi.org/10.1007/s10803-016-3025-9CrossRefPubMed

Farroni, T., Csibra, G., Simion, F., & Johnson, M. H. (2002). Eye contact detection in humans from birth. Proceedings of the National Academy of Sciences, 99(14), 9602–9605. https://doi.org/10.1073/pnas.152159999CrossRef

Frankel, F., & Mintz, J. (2008). Measuring the quality of play dates. Available from UCLA Parenting and Children’s Friendship Program.

Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology: General, 141(1), 2–18. https://doi.org/10.1037/a0024338CrossRefPubMed

Gantman, A., Kapp, S. K., Orenski, K., & Laugeson, E. A. (2012). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 42(6), 1094–1103. https://doi.org/10.1007/s10803-011-1350-6CrossRefPubMed

Garbarino, J., Dow-Burger, K., & Ratner, N. B. (2020). Implementation of the program for the education and enrichment of relational skills (PEERS®) social skills intervention in a university-based communication sciences and disorders clinic. Perspectives of the ASHA Special Interest Groups, 5(3), 637–645. https://doi.org/10.1044/2020_PERSP-20-00001CrossRef

Gardner, D. M., Gerdes, A. C., & Weinberger, K. (2019). Examination of a parent-assisted, friendship-building program for adolescents with ADHD. Journal of Attention Disorders, 23(4), 363–373. https://doi.org/10.1177/1087054715588188CrossRefPubMed

Gengoux, G. W., Schapp, S., Burton, S., Ardel, C. M., Libove, R. A., Baldi, G., Berquist, K. L., Phillips, J. M., & Hardan, A. Y. (2019). Effects of a parent-implemented developmental reciprocity treatment program for children with autism spectrum disorder. Autism, 23(3), 713–725. https://doi.org/10.1177/1362361318775538CrossRefPubMed

Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system rating scales manual. NCS Pearson.

Grzadzinski, R., Di Martino, A., Brady, E., Mairena, M. A., O’Neale, M., Petkova, E., et al. (2011). Examining autistic traits in children with ADHD: does the autism spectrum extend to ADHD? Journal of autism and developmental disorders, 41(9), 1178-1191CrossRefPubMedPubMedCentral

Happé, F., & Frith, U. (2020). Annual research review: Looking back to look forward–changes in the concept of autism and implications for future research. Journal of Child Psychology and Psychiatry, 61(3), 218–232. https://doi.org/10.1111/jcpp.13176CrossRefPubMed

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179. https://doi.org/10.1177/001440290507100203CrossRef

Iadarola, S., Shih, W., Dean, M., Blanch, E., Harwood, R., Hetherington, S., Mandell, D., Kasari, C., & Smith, T. (2018). Implementing a manualized, classroom transition intervention for students with ASD in under resourced schools. Behavior modification, 42(1), 126–147.CrossRefPubMed

Jacobson, N. S., & Truax, P. (1991). Clinical significance: A statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59, 12–19. https://doi.org/10.1037/0022-006X.59.1.12CrossRefPubMed

Kaat, A. J., & Lecavalier, L. (2014). Group-based social skills treatment: A methodological review. Research in Autism Spectrum Disorders, 8(1), 15–24. https://doi.org/10.1016/j.rasd.2013.10.007CrossRef

Kapp, S. K., Steward, R., Crane, L., Elliott, D., Elphick, C., Pellicano, E., & Russell, G. (2019). “People should be allowed to do what they like”: Autistic adults’ views and experiences of stimming. Autism, 23(7), 1782–1792. https://doi.org/10.1177/1362361319829628CrossRefPubMedPubMedCentral

Kasari, C., Locke, J., Gulsrud, A., & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41(5), 533–544. https://doi.org/10.1007/s10803-010-1076-xCrossRefPubMed

Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test. John Wiley.

Kazdin, A. E. (1997). Parent management training: Evidence, outcomes, and issues. Journal of the American Academy of Child & Adolescent Psychiatry, 36(10), 1349–1356.CrossRef

Kratochwill, T. R., & Levin, J. R. (2014). Enhancing the scientific credibility of single-case intervention research: Randomization to the rescue. In T. R. Kratochwill & J. R. Levin (Eds.), Single-case intervention research: Methodological and statistical advances (pp. 53–89). American Psychological Association.CrossRef

Laugeson, Park, Bolton, Bolourian, & Sanderson. (2016) A Randomized controlled trial of a parent-assisted social skills treatment: The UCLA PEERS^® for preschoolers program. poster abstract presented at the International Meeting for Autism Research, Baltimore.

Laugeson, E. A., & Frankel, F. (2010). Social skills for teenagers with developmental and autism spectrum disorder: The PEERS treatment manual. 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(6), 1025–1036. https://doi.org/10.1007/s10803-011-1339-1CrossRefPubMed

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., Gantman, A., Kapp, S. K., Orenski, K., & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA PEERS® program. Journal of Autism and Developmental Disorders, 45(12), 3978–3989. https://doi.org/10.1007/s10803-015-2504-8CrossRefPubMed

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule (2nd ed.). Western Psychological Services.

Lordo, D. N., Bertolin, M., Sudikoff, E. L., Keith, C., Braddock, B., & Kaufman, D. A. (2017). Parents perceive improvements in socio-emotional functioning in adolescents with ASD following social skills treatment. Journal of Autism and Developmental Disorders, 47(1), 203–214. https://doi.org/10.1007/s10803-016-2969-0CrossRef

Maag, J. W. (2006). Social skills training for students with emotional and behavioral disorders: A review of reviews. Behavioral Disorders. https://doi.org/10.1177/019874290603200104CrossRef

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

McConachie, H., Wilson, C., Mason, D., Garland, D., Parr, J. R., Rattazzi, A., Rodgers, J., Skevington, S., Uljarevic, M., & Magiati, I. (2020). What is important in measuring quality of life? Reflections by autistic adults in four countries. Autism in Adulthood, 2(1), 4–12. https://doi.org/10.1089/aut.2019.0008CrossRefPubMedPubMedCentral

McCrimmon, A., & Rostad, K. (2014). Test review: Autism diagnostic observation schedule, (ADOS-2) manual (Part II): Toddler module.

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.CrossRefPubMedPubMedCentral

Messinger, D. S., Fogel, A., & Dickson, K. L. (2001). All smiles are positive, but some smiles are more positive than others. Developmental Psychology, 37(5), 642. https://doi.org/10.1037/0012-1649.37.5.642CrossRefPubMed

Milton, D. E. (2012). On the ontological status of autism: the “double empathy problem.” Disability & Society, 27(6), 883–887.CrossRef

Morgan, D. L., & Morgan, R. K. (2008). Single-case research methods for the behavioral and health sciences. Sage publications.

Park, M.N., Moulton, E., & Laugeson, E. A. (under review). Parent-assisted social skills training for children with autism spectrum disorder: PEERS for Preschoolers. Manuscript in press.

Paul, R. (2003). Promoting social communication in high functioning individuals with autistic spectrum disorders. Child and Adolescent Psychiatric Clinics of North America, 12(1), 87–106. https://doi.org/10.1016/S1056-4993(02)00047-0CrossRefPubMed

Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353–361. https://doi.org/10.1007/s10803-007-0402-4CrossRefPubMed

Reichow, B., Steiner, A. M., & Volkmar, F. (2012). Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). The Cochrane Database of Systematic Reviews. https://doi.org/10.1002/14651858CrossRefPubMed

Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149–166. https://doi.org/10.1007/s10803-009-0842-0CrossRefPubMed

Rogers, S. J., & Dawson, G. (2020). Early start denver model for young children with autism: Promoting language, learning, and engagement. Guilford Publications.

Rogers, S. J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., Megye, G., & Dawson, G. (2012). Effects of a brief Early Start Denver Model (ESDM)–based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(10), 1052–1065. https://doi.org/10.1016/j.jaac.2012.08.003CrossRef

Russell, G., Kapp, S. K., Elliott, D., Elphick, C., Gwernan-Jones, R., & Owens, C. (2019). Mapping the autistic advantage from the accounts of adults diagnosed with autism: A qualitative study. Autism in Adulthood, 1(2), 124–133. https://doi.org/10.1089/aut.2018.0035CrossRefPubMed

Schiltz, H. K., McVey, A. J., Dolan, B. K., Willar, K. S., Pleiss, S., Karst, J. S., & 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

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

Shire, S. Y., Shih, W., Chang, Y. C., Bracaglia, S., Kodjoe, M., & Kasari, C. (2019). Sustained community implementation of JASPER intervention with toddlers with autism. Journal of Autism and Developmental Disorders, 49(5), 1863–1875. https://doi.org/10.1007/s10803-018-03875-0CrossRefPubMed

South, M., Carr, A. W., Stephenson, K. G., Maisel, M. E., & Cox, J. C. (2017). Symptom overlap on the SRS-2 adult self-report between adults with ASD and adults with high anxiety. Autism Research, 10(7), 1215–1220. https://doi.org/10.1002/aur.1764CrossRefPubMed

Stahmer, A. C., Rieth, S. R., Dickson, K. S., Feder, J., Burgeson, M., Searcy, K., & Brookman-Frazee, L. (2020). Project ImPACT for toddlers: Pilot outcomes of a community adaptation of an intervention for autism risk. Autism, 24(3), 617–632. https://doi.org/10.1177/1362361319878080CrossRefPubMed

Steiner, A. M., Gengoux, G. W., Klin, A., & Chawarska, K. (2013). Pivotal response treatment for infants at-risk for autism spectrum disorders: A pilot study. Journal of Autism and Developmental Disorders, 43(1), 91–102. https://doi.org/10.1007/s10803-012-1542-8CrossRefPubMedPubMedCentral

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. https://doi.org/10.1007/s10803-021-05147-wCrossRefPubMedPubMedCentral

Van Hecke, A. V., Stevens, S., Carson, A. M., Karst, J. S., Dolan, B., Schohl, K., McKindles, R. J., Remmel, R., & Brockman, S. (2015). Measuring the plasticity of social approach: A randomized controlled trial of the effects of the 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-yCrossRefPubMed

Wang, S. Y., Parrila, R., & Cui, Y. (2013). Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: Results from three-level HLM. Journal of Autism and Developmental Disorders, 43(7), 1701–1716. https://doi.org/10.1007/s10803-012-1726-2CrossRefPubMed

Watkins, L., Kuhn, M., Ledbetter-Cho, K., Gevarter, C., & O’Reilly, M. (2017). Evidence-based social communication interventions for children with autism spectrum disorder. The Indian Journal of Pediatrics, 84(1), 68–75. https://doi.org/10.1007/s12098-015-1938-5CrossRefPubMed

White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37(10), 1858–1868. https://doi.org/10.1007/s10803-006-0320-xCrossRef

Whittingham, K., Sofronoff, K., Sheffield, J., & Sanders, M. R. (2009). Stepping stones triple p: An RCT of a parenting program with parents of a child diagnosed with an autism spectrum disorder. Journal of Abnormal Child Psychology, 37(4), 469–480. https://doi.org/10.1007/s10802-008-9285-xCrossRefPubMed

Wolstencroft, J., Robinson, L., Srinivasan, R., Kerry, E., Mandy, W., & Skuse, D. (2018). A systematic review of group social skills interventions, and meta-analysis of outcomes, for children with high functioning ASD. Journal of Autism and Developmental Disorders, 48(7), 2293–2307. https://doi.org/10.1007/s10803-018-3485-1CrossRefPubMedPubMedCentral

Titel: Examining Feasibility and Outcomes of the PEERS® for Preschoolers Program
Auteurs: Reina S. Factor
Hannah M. Rea
Elizabeth A. Laugeson
Angela Scarpa
Publicatiedatum: 10-03-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 5/2023
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-022-05502-5

Andere artikelen Uitgave 5/2023

Eye Gaze in Autism Spectrum Disorder: A Review of Neural Evidence for the Eye Avoidance Hypothesis

Open Access
Original Paper

Acceptance and Commitment Therapy Group Intervention for Parents of Children with Disabilities (Navigator ACT): An Open Feasibility Trial

Open Access
Original Paper

Patterns of Special Education Eligibility and Age of First Autism Spectrum Disorder (ASD) Identification Among US Children with ASD

Original Paper

Obituary Professor Sir Michael Rutter

Obituary

Urban–Rural Disparity in the Incidence of Diagnosed Autism Spectrum Disorder in Taiwan: A 10-Year National Birth Cohort Follow-up Study

Original Paper

Examining the Mediating Role of Mindful Parenting: A Study on the Relationship Between Parental Emotion Regulation Difficulties and Problem Behaviors of Children with ASD

Original Paper