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Journal of Autism and Developmental Disorders
Gepubliceerd in: Journal of Autism and Developmental Disorders 2/2019

24-08-2018 | Original Paper

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

Auteurs: Kathy Kar-Man Shum, Wai Kwan Cho, Lourdes Mei Oi Lam, Elizabeth A. Laugeson, Wai Shan Wong, Louisa S. K. Law

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2019

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Abstract

This study examined the treatment efficacy of PEERS® (Program for the Education and Enrichment of Relational Skills) among Chinese adolescents with autism spectrum disorder (ASD) in Hong Kong. The original PEERS® manual was translated into Chinese, and cultural adjustments were made according to a survey among 209 local adolescents in the general population. 72 high-functioning adolescents with ASD were randomly assigned to a treatment or waitlist control group. The 14-week parent-assisted training significantly improved social skills knowledge and social functioning, and also reduced autistic mannerisms. Treatment outcomes were maintained for 3 months after training and replicated in the control group after delayed treatment. The present study represents one of the few randomized controlled trials on PEERS® conducted outside North America.
vorige artikel Daily Sources of Autonomy-Supportive and Controlling Parenting in Mothers of Children with ASD: The Role of Child Behavior and Mothers’ Psychological Needs
volgende artikel Characteristics of Young Adults with Autism Spectrum Disorder Performing Different Daytime Activities
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Metagegevens
Titel
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
Auteurs
Kathy Kar-Man Shum
Wai Kwan Cho
Lourdes Mei Oi Lam
Elizabeth A. Laugeson
Wai Shan Wong
Louisa S. K. Law
Publicatiedatum
24-08-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-018-3728-1

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