Top

Journal of Autism and Developmental Disorders

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

29-01-2021 | Original Paper

Improving Social Knowledge and Skills among Adolescents with Autism: Systematic Review and Meta-Analysis of UCLA PEERS® for Adolescents

Auteurs: Shuting Zheng, Hosanna Kim, Emma Salzman, Katy Ankenman, Stephen Bent

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2021

Abstract

UCLA PEERS® for Adolescents is a widely applied program among a number of social skills training programs developed over the years. We synthesized current research evidence on the PEERS program to evaluate the treatment effect on four commonly used outcome measures. 12 studies met inclusion criteria for the review and nine met the criteria for meta-analysis. Results showed moderate to large pooled effects across measures and informants in favor of the PEERS program, with the largest effect seen in social knowledge improvement and the smallest effect in the frequency of get-togethers. The heterogeneity of effects across studies were examined and the limitations of the current evidence were discussed.

vorige artikel Correction to: Identifying Subgroups of Toddlers with DSM‑5 Autism Spectrum Disorder Based on Core Symptoms

volgende artikel Correction to: The Adapted ADOS: A New Module Set for the Assessment of Minimally Verbal Adolescents and Adults

Alleen toegankelijk voor geautoriseerde gebruikers

Adams, R., Bishop, S., & Taylor, J. L. (2017). Chapter three—Negative peer experiences in adolescents with autism spectrum disorders. In M. H. Fisher (Ed.), International review of research in developmental disabilities (Vol. 52, pp. 75–107). Cambridge: Academic Press. https://doi.org/10.1016/bs.irrdd.2017.07.003. CrossRef

Bauer, D. J., Sterba, S. K., & Hallfors, D. D. (2008). Evaluating group-based interventions when control participants are ungrouped. Multivariate Behavioral Research, 43(2), 210–236. https://doi.org/10.1080/00273170802034810. CrossRefPubMedPubMedCentral

Begeer, S., Howlin, P., Hoddenbach, E., Clauser, C., Lindauer, R., Clifford, P., et al. (2015). Effects and moderators of a short theory of mind intervention for children with autism spectrum disorder: A randomized controlled trial. Autism Research, 8(6), 738–748. https://doi.org/10.1002/aur.1489. CrossRefPubMed

Bibok, M. B., Carpendale, J. I. M., & Lewis, C. (2008). Social knowledge as social skill: An action based view of social understanding. Social life and social knowledge: Toward a process account of development (pp. 145–169). Abingdon: Taylor & Francis Group/Lawrence Erlbaum Associates.

Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with asperger syndrome and high functioning autism. Research in Autism Spectrum Disorders, 5(1), 70–78. CrossRef

Chamberlain, B., Kasari, C., & Rotheram-Fuller, E. (2007). Involvement or isolation? The social networks of children with autism in regular classrooms. Journal of Autism and Developmental Disorders, 37(2), 230–242. https://doi.org/10.1007/s10803-006-0164-4. CrossRefPubMed

Chang, Y.-C., Shire, S., Shih, W., Gelfand, C., & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism & Developmental Disorders, 46(6), 2211–2223. https://doi.org/10.1007/s10803-016-2752-2. CrossRef

Constantino, J. (2005). Social responsiveness scale. Torrance: Western Psychological Services.

Corbett, B. A., Blain, S. D., Ioannou, S., & Balser, M. (2017). Changes in anxiety following a randomized control trial of a theatre-based intervention for youth with autism spectrum disorder. Autism, 21(3), 333–343. https://doi.org/10.1177/1362361316643623. CrossRefPubMed

Corbett, B. A., Swain, D. M., Coke, C., Simon, D., Newsom, C., Houchins-Juarez, N., et al. (2014). Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention. Autism Research : Official Journal of the International Society for Autism Research, 7(1), 4–16. https://doi.org/10.1002/aur.1341. CrossRef

Cuijpers, P., Weitz, E., Cristea, I. A., & Twisk, J. (2017). Pre-post effect sizes should be avoided in meta-analyses. Epidemiology and Psychiatric Sciences, 26(4), 364–368. https://doi.org/10.1017/S2045796016000809 CrossRefPubMed

Dolan, B. K., Van Hecke, A. V., Carson, A. M., Karst, J. S., Stevens, S., Schohl, K. A., et al. (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/s10803-016-2738-0. CrossRefPubMedPubMedCentral

Egger, M., Davey Smith, G., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. BMJ (Clinical Research Ed.), 315(7109), 629–634. https://doi.org/10.1136/bmj.315.7109.629. CrossRef

Frankel, F., & Mintz, J. (2008). Measuring the quality of play dates.

Freitag, C. M., Jensen, K., Elsuni, L., Sachse, M., Herpertz-Dahlmann, B., Schulte-Rüther, M., et al. (2016). Group-based cognitive behavioural psychotherapy for children and adolescents with ASD: the randomized, multicentre, controlled SOSTA—Net trial. Journal of Child Psychology & Psychiatry, 57(5), 596–605. CrossRef

Furnham, A. (1989). Communicating across cultures: A social skills perspective. Counselling Psychology Quarterly, 2(2), 205–222. https://doi.org/10.1080/09515078908256678. CrossRef

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/s10803-011-1350-6. CrossRefPubMed

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 a verbal adolescent-adult ASD sample. Autism Research, 7(3), 381–391. https://doi.org/10.1002/aur.1377. CrossRefPubMedPubMedCentral

Gresham, F. M., & Elliott, S. (2008). Social skills improvement system rating scales. London: Pearson.

Hedges, L. V., & Olkin, I. (2014). Statistical methods for meta-analysis. Cambridge: Academic press.

Higgins, J. P. T., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta-analysis. Statistics in Medicine, 21(11), 1539–1558. https://doi.org/10.1002/sim.1186. CrossRefPubMed

Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557. CrossRefPubMedPubMedCentral

*Hill, T. L., Gray, S. A. O., Baker, C. N., Boggs, K., Carey, E., Johnson, C., Kamps, J. L., & Varela, R. E. (2017). A pilot study examining the effectiveness of the PEERS program on social skills and anxiety in adolescents with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 29(5), 797–808. https://doi.org/10.1007/s10882-017-9557-x

Hong, J. K., Oh, M., Bong, G., Kim, J.-H., Bahn, G., Cho, I.-H., & Yoo, H. J. (2019). Age as a moderator of social skills intervention response among Korean adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(4), 1626–1637. https://doi.org/10.1007/s10803-018-3859-4. CrossRefPubMed

Huedo-Medina, T. B., Sánchez-Meca, J., Marín-Martínez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I ² index? Psychological Methods, 11(2), 193–206. https://doi.org/10.1037/1082-989X.11.2.193. CrossRefPubMed

Humphrey, N., & Symes, W. (2011). Peer interaction patterns among adolescents with autistic spectrum disorders (ASDs) in mainstream school settings. Autism, 15(4), 397–419. https://doi.org/10.1177/1362361310387804. CrossRefPubMed

Jones, A. P., & Frederickson, N. (2010). Multi-informant predictors of social inclusion for students with autism spectrum disorders attending mainstream school. Journal of Autism and Developmental Disorders, 40(9), 1094–1103. https://doi.org/10.1007/s10803-010-0957-3. CrossRefPubMed

Kamps, D., Mason, R., Thiemann-Bourque, K., Feldmiller, S., Turcotte, A., & Miller, T. (2014). The use of peer networks to increase communicative acts of students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 29(4), 230–245. https://doi.org/10.1177/1088357614539832. CrossRefPubMedPubMedCentral

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. https://doi.org/10.1007/s10803-014-2231-6. CrossRefPubMed

Koenig, K., White, S. W., Pachler, M., Lau, M., Lewis, M., Klin, A., & Scahill, L. (2010). Promoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study. Journal of Autism and Developmental Disorders, 40(10), 1209–1218. https://doi.org/10.1007/s10803-010-0979-x. CrossRefPubMed

Koning, C., Magill-Evans, J., Volden, J., & Dick, B. (2013). Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(10), 1282–1290. CrossRef

Kroeger, K. A., Schultz, J. R., & Newsom, C. (2007). A comparison of two group-delivered social skills programs for young children with autism. Journal of Autism and Developmental Disorders, 37(5), 808–817. https://doi.org/10.1007/s10803-006-0207-x. CrossRefPubMed

Laugeson, E. A. (2013). The PEERS® curriculum for school based professionals: Social skills training for adolescents with autism spectrum disorder. Abingdon: Routledge. CrossRef

*Laugeson, E. A., Ellingsen, R., Sanderson, J., Tucci, L., & Bates, S. (2014). The ABC’s of teaching social skills to adolescents with autism spectrum disorder in the classroom: The UCLA PEERS® program. Journal of Autism and Developmental Disorders, 44(9), 2244–2256. https://doi.org/10.1007/s10803-014-2108-8

Laugeson, E. A., & Frankel, F. (2011). Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. Abingdon: Routeledge. CrossRef

*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/s10803-011-1339-1

*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/s10803-008-0664-5

Laugeson, E. A., & Park, M. N. (2014). Using a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges: The PEERS (R) method. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 32(1), 84–97. CrossRef

Lerner, M. D., & Mikami, A. Y. (2012). A preliminary randomized controlled trial of two social skills interventions for youth with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(3), 147–157. CrossRef

Lerner, M. D., White, S. W., & McPartl, J. C. (2012). Mechanisms of change in psychosocial interventions for autism spectrum disorders. Dialogues in Clinical Neuroscience, 14(3), 307–318. CrossRefPubMedPubMedCentral

Lipsey, M., & Wilson, D. B. (2000). Practical meta-analysis. Thousand Oaks: SAGE.

Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10(2), 74–81. https://doi.org/10.1111/j.1471-3802.2010.01148.x. CrossRef

Lüdecke, D. (2019). esc: Effect Size Computation for Meta Analysis. https://CRAN.R-project.org/package=esc.

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/10.1080/19315864.2012.730600. CrossRef

*Marchica, L., & D’Amico, M. (2016). Examining the Efficacy of an Adapted Version of the UCLA PEERS® rogram with Canadian Adolescents. Journal of Education and Social Policy, 3(4), 54–65.

Matthews, N. L., Laflin, J., Orr, B. C., Warriner, K., DeCarlo, M., & Smith, C. J. (2019). Brief report: Effectiveness of an accelerated version of the PEERS® social skills intervention for adolescents. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-019-03939-9. CrossRef

*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(7), 2458–2475. https://doi.org/10.1007/s10803-018-3504-2

Mazurek, M. O., & Kanne, S. M. (2010). Friendship and internalizing symptoms among children and adolescents with ASD. Journal of Autism and Developmental Disorders, 40(12), 1512–1520. https://doi.org/10.1007/s10803-010-1014-y. CrossRefPubMed

McMahon, C. M., Lerner, M. D., & Britton, N. (2013). Group-based social skills interventions for adolescents with higher-functioning autism spectrum disorder: A review and looking to the future. Adolescent Health, Medicine and Therapeutics, 4, 23–38. https://doi.org/10.2147/AHMT.S25402. CrossRefPubMedCentral

McVey, A. J., Schiltz, H., Haendel, A., Dolan, B. K., Willar, K. S., Pleiss, S., et al. (2017). Brief report: Does gender matter in intervention for ASD? Examining the impact of the PEERS® social skills intervention on social behavior among females with ASD. Journal of Autism and Developmental Disorders, 47(7), 2282–2289. https://doi.org/10.1007/s10803-017-3121-5. CrossRefPubMedPubMedCentral

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. BMJ. https://doi.org/10.1136/bmj.b2535. CrossRefPubMedPubMedCentral

Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan—A web and mobile app for systematic reviews. Systematic Reviews. https://doi.org/10.1186/s13643-016-0384-4. CrossRefPubMedPubMedCentral

Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415–433. https://doi.org/10.1007/BF02179376. CrossRefPubMed

Palmen, A., Didden, R., & Arts, M. (2008). Improving question asking in high-functioning adolescents with autism spectrum disorders: Effectiveness of small-group training. Autism, 12(1), 83–98. https://doi.org/10.1177/1362361307085265. CrossRefPubMed

*Rabin, S. J., Israel-Yaacov, S., Laugeson, E. A., Mor-Snir, I., & Golan, O. (2018). A randomized controlled trial evaluating the Hebrew adaptation of the PEERS® intervention: Behavioral and questionnaire-based outcomes. Autism Research: Official Journal of the International Society for Autism Research, 11(8), 1187–1200. https://doi.org/10.1002/aur.1974

Ratto, A. B., Turner-Brown, L., Rupp, B. M., Mesibov, G. B., & Penn, D. L. (2011). Development of the contextual assessment of social skills (CASS): A role play measure of social skill for individuals with high-functioning autism. Journal of Autism and Developmental Disorders, 41(9), 1277–1286. https://doi.org/10.1007/s10803-010-1147-z CrossRefPubMed

*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/s10803-013-1900-1

Schwarzer, G. (2020). Meta: General package for meta-analysis. https://CRAN.R-project.org/package=meta

Shamseer, L., Moher, D., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., et al. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: Elaboration and explanation. BMJ. https://doi.org/10.1136/bmj.g7647. CrossRefPubMed

*Shum, K. K.-M., Cho, W. K., Lam, L. M. O., Laugeson, E. A., Wong, W. S., & Law, L. S. K. (2019). Learning how to make friends for Chinese adolescents with autism spectrum disorder: A randomized controlled trial of the Hong Kong Chinese version of the PEERS® intervention. Journal of Autism and Developmental Disorders, 49(2), 527–541. https://doi.org/10.1007/s10803-018-3728-1

Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, Ş., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. Retrieved from https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf.

Sterne, J. A., Hernán, M. A., Reeves, B. C., Savović, J., Berkman, N. D., Viswanathan, M., Henry, D., Altman, D. G., Ansari, M. T., Boutron, I., Carpenter, J. R., Chan, A.-W., Churchill, R., Deeks, J. J., Hróbjartsson, A., Kirkham, J., Jüni, P., Loke, Y. K., Pigott, T. D., … Higgins, J. P. (2016). ROBINS-I: A tool for assessing risk of bias in non-randomised studies of interventions. BMJ. https://doi.org/10.1136/bmj.i4919

UCLA PEERS Clinic. (2020). UCLA PEERS| Semel Institute for Neuroscience and Human Behavior. Retrieved from https://www.semel.ucla.edu/peers.

Vernon, T. W., Miller, A. R., Ko, J. A., & Wu, V. L. (2016). Social tools and rules for teens (The START Program): Program description and preliminary outcomes of an experiential socialization intervention for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(5), 1806–1823. CrossRefPubMed

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/s10803-018-3485-1. CrossRefPubMedPubMedCentral

Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z. CrossRefPubMed

*Wyman, J., & Claro, A. (2019). The UCLA PEERS school-based program: Treatment outcomes for improving social functioning in adolescents and young adults with autism spectrum disorder and those with cognitive deficits. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-019-03943-z

*Yamada, T., Miura, Y., Oi, M., Akatsuka, N., Tanaka, K., Tsukidate, N., Yamamoto, T., Okuno, H., Nakanishi, M., Taniike, M., Mohri, I., & Laugeson, E. A. (2020). Examining the treatment efficacy of PEERS in Japan: Improving social skills among adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(3), 976–997. https://doi.org/10.1007/s10803-019-04325-1

*Yoo, H.-J., Bahn, G., Cho, I.-H., Kim, E.-K., Kim, J.-H., Min, J.-W., Lee, W.-H., Seo, J.-S., Jun, S.-S., Bong, G., Cho, S., Shin, M.-S., Kim, B.-N., Kim, J.-W., Park, S., & Laugeson, E. A. (2014). A randomized controlled trial of the Korean version of the PEERS(®) parent-assisted social skills training program for teens with ASD. Autism Research: Official Journal of the International Society for Autism Research, 7(1), 145–161. https://doi.org/10.1002/aur.1354

Titel: Improving Social Knowledge and Skills among Adolescents with Autism: Systematic Review and Meta-Analysis of UCLA PEERS® for Adolescents
Auteurs: Shuting Zheng
Hosanna Kim
Emma Salzman
Katy Ankenman
Stephen Bent
Publicatiedatum: 29-01-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2021
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-04885-1

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 12/2021

“You Must Become a Chameleon to Survive”: Adolescent Experiences of Camouflaging

Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum

Does the Arc of Science Bend Towards Impact? Four Decades of Empirical Research Published in JADD Since the DSM-III

Animal Interaction Affecting Core Deficit Domains Among Children with Autism: A Meta-Analysis

Looking Back at the Next 40 Years of ASD Neuroscience Research

Correction to: “Best Things”: Parents Describe Their Children with Autism Spectrum Disorder Over Time