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Journal of Autism and Developmental Disorders

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16-02-2018 | Original Paper

Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial

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

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2018

Abstract

This study compared immediate and 4-month outcomes among adolescents with autism spectrum disorder randomly assigned to the PEERS curriculum (n = 10), a peer mediated PEERS curriculum (n = 12), or a delayed treatment control group (n = 12). Findings suggest a modest advantage in social skills knowledge and social functioning for participants in the peer-mediated PEERS curriculum relative to Traditional PEERS, and gains in social skills knowledge, social functioning, and reductions in loneliness were maintained in one or both treatment groups at a 4-month follow-up. Typically developing peer mentors (n = 16) showed improvements in social skills knowledge and marginal improvements in autism knowledge and loneliness. Future research with a larger sample and objective outcome measures is needed.

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A non-parametric Kruskal–Wallis test indicated a marginally significant effect of study group on R-UCLA changes scores from time 1 to time 2 [H (2) = 5.38, p = .07].

When the extreme outlier was included, there was not a significant increase in autism knowledge [t (15)= − 0.83, p = .42, d = 0.21]. This participant demonstrated a change score of − 10 on the AKQ; the next lowest change score was − 3. The clinicians reported that this teen arrived late to the final session and seemed to be rushing to complete the post assessments.

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Titel: Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial
Auteurs: Nicole L. Matthews
Beatriz C. Orr
Katrina Warriner
Mary DeCarlo
Mia Sorensen
Jessica Laflin
Christopher J. Smith
Publicatiedatum: 16-02-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 7/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3504-2

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