Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-09-2014 | Original Paper

The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ^® Program

Auteurs: Elizabeth A. Laugeson, Ruth Ellingsen, Jennifer Sanderson, Lara Tucci, Shannon Bates

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2014

Abstract

Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS ^®). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS ^® treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS ^® treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all.

vorige artikel Visuospatial Processing in Children with Autism: No Evidence for (Training-Resistant) Abnormalities

volgende artikel Validation of the World Health Organization’s Quality of Life Questionnaire with Parents of Children with Autistic Disorder

American Psychiatric Association (Ed.). (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR ^®. Arlington, VA: American Psychiatric Publishing.

Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447–456.PubMedCrossRef

Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162.CrossRef

Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodological), 57, 289–300.

Boardman, A. G., Arguelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special education teachers’ views of research-based practices. Journal of Special Education, 39, 168–180.CrossRef

Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre- and early adolescence: The development and psychometric properties of the Friendship Qualities Scale. Journal of Social and Personal Relationships, 11(3), 471–484.CrossRef

Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3, 876–889.CrossRef

Chang, Y. C., Laugeson, E. A., Gantman, A., Dillon, A. R., Ellingsen, R., & Frankel, F. (2013). Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA program for the education and enrichment of relational skills. Autism: The International Journal of Research and Practice. doi:10.1177/1362361313478995.

Constantino, J. N. (2005). Social Responsiveness Scale. Los Angeles: Western Psychological Services.

Constantino, J. N., & Gruber, C. P. (2005). The Social Responsiveness Scale (SRS) manual. Los Angeles, CA: Western Psychological Services.

Coucouvanis, J. (2005). Super skills: A social skills group program for children with Asperger syndrome, high-functioning autism and related challenges. Shawnee Mission: Autism Asperger Publishing Company.

Flynn, L., & Healy, O. (2012). A review of treatments for deficits in social skills and self-help skills is autism spectrum disorder. Research in Autism Spectrum Disorders, 6, 431–441.CrossRef

Forness, S. R., Ramey, S. L., Ramy, C. T., Hsu, C., Breauzsek, C. M., MacMillan, D. L., et al. (1998). Head Start children finishing first grade: Preliminary data on school identification of children at risk for special education. Behavioral Disorders, 23, 111–124.

Frankel, F., & Mintz, J. (2011). Maternal reports of play dates of clinic referred and community children. Journal of Child and Family Studies, 20(5), 623–630.PubMedCentralPubMedCrossRef

Frankel, F., Myatt, R., Sugar, C., Whitham, C., Gorospe, C. M., & Laugeson, E. (2010). A randomized controlled study of parent-assisted children’s friendship training with children having autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 827–842.PubMedCentralPubMedCrossRef

Gantman, A., Kapp, S., Orenski, K., & Laugeson, E. A. (2012). Social skills training for young adults with autism spectrum disorders: A randomized controlled pilot study. Journal for Autism and Developmental Disorders, 42(6), 1094–1103.CrossRef

Gresham, F. M., & Elliott, S. (1990). The social skills rating system. Circle Pines, MN: American Guidance Service.

Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331–344.

Harper, C. B., Symon, J. B., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38(5), 815–826.PubMedCrossRef

Hart, J. E., & Whalon, K. J. (2011). Creating social opportunities for students with autism spectrum disorder in inclusive settings. Intervention in School and Clinic, 46, 273–279.CrossRef

Hess, K. L., Morrier, M. J., Heflin, L. J., & Ivey, M. L. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38(5), 961–971.PubMedCrossRef

January, A. M., Casey, R. J., & Paulson, D. (2011). A meta-analysis of classroom-wide interventions to build social skills: Do they work?. School Psychology Review, 40, 242–256.

Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., et al. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25(2), 281–288.PubMedCentralPubMedCrossRef

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53, 431–439.PubMedCentralPubMedCrossRef

La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26, 83–94.PubMedCrossRef

Lang, R., Kuriakose, S., Lyons, G., Mulloy, A., Boutot, A., Britt, C., et al. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5, 1296–1305.CrossRef

Lang, R., O’Reilly, M. R., Sigafoos, J., Machalicek, W., Rispoli, M., Shogren, K., et al. (2010). Review of teacher involvement in the applied intervention research for children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45, 268–283.

Lang, R., & Page, S. (2011). Benefits of teacher collaboration across varying stages of the research process. Intervention in School and Clinic, 46, 230–234.CrossRef

Laugeson, E. A. (2013). The science of making friends: Helping socially challenged teens and young adults. San Francisco, CA: Jossey-Bass.

Laugeson, E. A. (2014). The PEERS curriculum for school-based professionals: Social skills training for adolescents with autism spectrum disorder. New York: Routledge.

Laugeson, E. A., & Frankel, F. (2010). Social skills for teenagers with developmental and autism spectrum disorder: The PEERS treatment manual. New York: 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.PubMedCrossRef

Laugeson, E. A., Mogil, C., Dillon, A. R., & Frankel, F. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 596–606.PubMedCrossRef

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^® method. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 32(1), 84–97.CrossRef

Le Couteur, A., Lord, C., & Rutter, M. (2003). The autism diagnostic interview-revised (ADI-R). Los Angeles, CA: Western Psychological Services.

Licciardello, C. C., Harchik, A. E., & Luiselli, J. K. (2008). Social skills intervention for children with autism during interactive play at a public elementary school. Education and Treatment of Children, 31(1), 27–37.CrossRef

Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2012). Autism Diagnostic Observation Schedule-second edition (ADOS-2). Los Angeles, CA: Western Psychological Services.

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. doi:10.1080/19315864.2012.730600.CrossRef

Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disorders an overview. Behavior Modification, 31(5), 682–707.PubMedCrossRef

Moote, G. T., Smyth, N. J., & Wodarski, J. S. (1999). Social skills training with youth in school settings: A review. Research on Social Work Practice, 9, 427–465.CrossRef

Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3(4), 237–250.CrossRef

Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30(1), 157–160.PubMedCentralPubMedCrossRef

Piers, E. V. (1984). Piers-Harris children’s self-concept scale-revised manual. Los Angeles: Western Psychological Services.

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, 353–361.PubMedCrossRef

Redden, S. C., Forness, S. R., Ramey, S. L., Ramey, C. T., Zima, B. T., Brezausek, C. M., et al. (1999). Head Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilities. Journal of Child and Family Studies, 8, 285–303.CrossRef

Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework (2010). Journal of Autism and Developmental Disorders, 40, 149–166.PubMedCrossRef

Schohl, K. A., Van Hecke, A. V., Carson, A. M., Dolan, B., Karst, J., & Stevens, S. (2013). 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), 1–14.

Sitlington, P. L., & Clark, G. M. (2007). The transition assessment process and IDEIA 2004. Assessment for Effective Intervention, 32(3), 133–142.

Tantam, D. (2003). The challenge of adolescents and adults with Asperger syndrome. Child and Adolescent Psychiatric Clinics of North America, 12, 143–163.PubMedCrossRef

Van Hecke, A. V., Stevens, S., Carson, A. M., Karst, J. S., Dolan, B., Schohl, K., et al. (2013). 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. doi:10.1007/s10803-013-1883-y.

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, 1858–1868.CrossRef

Wood, J. J., Drahota, A., Sze, K., Har, K., Chiu, A., & Langer, D. A. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trial. Journal of Child Psychology and Psychiatry, 50, 224–234.PubMedCrossRef

Yoo, H. J., Bahn, G., Cho, I. H., Kim, E. K., Kim, J. H., Min, J. W., et al. (2014). A randomized controlled trial of the Korean version of the PEERS^® parent-assisted social skills training program for teens with ASD. Autism Research, 7(1), 145–161.PubMedCrossRef

Titel: The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program
Auteurs: Elizabeth A. Laugeson
Ruth Ellingsen
Jennifer Sanderson
Lara Tucci
Shannon Bates
Publicatiedatum: 01-09-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-014-2108-8

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2014

The Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder

Brief Report: Accuracy and Response Time for the Recognition of Facial Emotions in a Large Sample of Children with Autism Spectrum Disorders

Interview Skills for Adults with Autism Spectrum Disorder: A Pilot Randomized Controlled Trial

Examining the Clinical Correlates of Autism Spectrum Disorder in Youth by Ascertainment Source

A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings

Validation of the World Health Organization’s Quality of Life Questionnaire with Parents of Children with Autistic Disorder