Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy 1/2014

01-03-2014

Using a CBT Approach to Teach Social Skills to Adolescents with Autism Spectrum Disorder and Other Social Challenges: The PEERS® Method

Auteurs: Elizabeth A. Laugeson, Mi N. Park

Gepubliceerd in: Journal of Rational-Emotive & Cognitive-Behavior Therapy | Uitgave 1/2014

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Deficits in social functioning are one of the hallmark features of autism spectrum disorder (ASD), yet very few evidence-based social skills programs exist for adolescents with ASD and other social challenges. The purpose of this paper is to provide an overview of one of the only empirically supported social skills programs for youth with ASD: The Program for the Education and Enrichment of Relational Skills (PEERS ®). Developed at the UCLA Semel Institute for Neuroscience and Human Behavior, PEERS® utilizes the principles of cognitive behavior therapy (CBT) to improve social functioning for youth with ASD and other social difficulties. One of the only empirically-supported social skills programs to disseminate published treatment manuals for mental health professionals and educators, the PEERS® approach applies CBT methods of instruction including: didactic lessons (psychoeducation), role-play demonstrations, cognitive strategies, behavioral rehearsal exercises, performance feedback, homework assignments and review, and parent involvement within a small group treatment format. Results from four randomized controlled trials and one quasi-experimental study reveal significant improvements in overt social skills, frequency of peer interactions, and social responsiveness following this treatment protocol.
Literatuur
go back to reference Anderson, S., & Morris, J. (2006). Cognitive behavior therapy for people with asperger syndrome. Behavioral and Cognitive Psychotherapy, 34(3), 293–303. CrossRef Anderson, S., & Morris, J. (2006). Cognitive behavior therapy for people with asperger syndrome. Behavioral and Cognitive Psychotherapy, 34(3), 293–303. CrossRef
go back to reference Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489–507. CrossRef Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489–507. CrossRef
go back to reference Bauminger, N. (2007a). Brief report: Individual social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37(8), 1593–1604. PubMedCrossRef Bauminger, N. (2007a). Brief report: Individual social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37(8), 1593–1604. PubMedCrossRef
go back to reference Bauminger, N. (2007b). Brief report: Group social-multimodal intervention for HFASD. Journal of Autism and Developmental Disorders, 37(8), 1605–1615. PubMedCrossRef Bauminger, N. (2007b). Brief report: Group social-multimodal intervention for HFASD. Journal of Autism and Developmental Disorders, 37(8), 1605–1615. PubMedCrossRef
go back to reference Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447–456. PubMedCrossRef Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447–456. PubMedCrossRef
go back to reference Beebe, D. W., & Risi, S. (2003). Treatment of adolescents and young adults with high-functioning autism or asperger syndrome. In M. A. Reineck, F. J. Dattilio, & A. Freeman (Eds.), Cognitive therapy with children and adolescents: A casebook for clinical practice (2nd ed., pp. 369–401). New York, NY: The Guilford Press. Beebe, D. W., & Risi, S. (2003). Treatment of adolescents and young adults with high-functioning autism or asperger syndrome. In M. A. Reineck, F. J. Dattilio, & A. Freeman (Eds.), Cognitive therapy with children and adolescents: A casebook for clinical practice (2nd ed., pp. 369–401). New York, NY: The Guilford Press.
go back to reference Blagys, M. D., & Hilsenroth, M. J. (2002). Distinctive activities of cognitive-behavioral therapy: A review of the comparative psychotherapy process literature. Clinical Psychology Review, 22(5), 671–706. PubMedCrossRef Blagys, M. D., & Hilsenroth, M. J. (2002). Distinctive activities of cognitive-behavioral therapy: A review of the comparative psychotherapy process literature. Clinical Psychology Review, 22(5), 671–706. PubMedCrossRef
go back to reference 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 disorder, 5(1), 70–78. CrossRef 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 disorder, 5(1), 70–78. CrossRef
go back to reference Capps, L., Sigman, M., & Yirmiya, N. (1995). Self-competence and emotional understanding in high-functioning children with autism. Development and Psychopathology, 7(1), 137–149. Capps, L., Sigman, M., & Yirmiya, N. (1995). Self-competence and emotional understanding in high-functioning children with autism. Development and Psychopathology, 7(1), 137–149.
go back to reference Carter, A. S., Davis, N. O., Klin, A., & Volkmar, F. R. (2005). Social development in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders: Vol. 1. Diagnosis, development, neurobiology, and behavior. Hoboken, NJ: Wiley. Carter, A. S., Davis, N. O., Klin, A., & Volkmar, F. R. (2005). Social development in autism. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders: Vol. 1. Diagnosis, development, neurobiology, and behavior. Hoboken, NJ: Wiley.
go back to reference 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. PubMedCrossRef 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. PubMedCrossRef
go back to reference 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, 1033–1043. PubMedCrossRef 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, 1033–1043. PubMedCrossRef
go back to reference 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 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
go back to reference Hudson, J. L., & Kendall, P. C. (2002). Showing you can do it: Homework in therapy for children and adolescents with anxiety disorders. Journal of Clinical Psychology, 58(5), 525–534. PubMedCrossRef Hudson, J. L., & Kendall, P. C. (2002). Showing you can do it: Homework in therapy for children and adolescents with anxiety disorders. Journal of Clinical Psychology, 58(5), 525–534. PubMedCrossRef
go back to reference Humphrey, N., & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25, 77–91. CrossRef Humphrey, N., & Symes, W. (2010). Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools. European Journal of Special Needs Education, 25, 77–91. CrossRef
go back to reference Kazantzis, N., Deane, F. P., & Ronan, K. R. (2000). Homework assignments in cognitive and behavioral therapy: A meta-analysis. Clinical Psychology: Science and Practice, 7(2), 189–202. Kazantzis, N., Deane, F. P., & Ronan, K. R. (2000). Homework assignments in cognitive and behavioral therapy: A meta-analysis. Clinical Psychology: Science and Practice, 7(2), 189–202.
go back to reference Kendall, P. C. (1993). Cognitive-behavioral therapies with youth: Guiding theory, current status, and emerging developments. Journal of Consulting and Clinical Psychology, 61, 235–247. PubMedCrossRef Kendall, P. C. (1993). Cognitive-behavioral therapies with youth: Guiding theory, current status, and emerging developments. Journal of Consulting and Clinical Psychology, 61, 235–247. PubMedCrossRef
go back to reference 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, 1282–1290. CrossRef 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, 1282–1290. CrossRef
go back to reference 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, 808–817. PubMedCrossRef 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, 808–817. PubMedCrossRef
go back to reference Laugeson, E. A. (2013). The science of making friends: Helping socially challenged teens and young adults. San Francisco, CA: Jossey-Bass. Laugeson, E. A. (2013). The science of making friends: Helping socially challenged teens and young adults. San Francisco, CA: Jossey-Bass.
go back to reference 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. (2014). The PEERS curriculum for school-based professionals: Social skills training for adolescents with autism spectrum disorder. New York: Routledge.
go back to reference 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. (2010). Social skills for teenagers with developmental and autism spectrum disorder: The PEERS treatment manual. New York: Routledge.
go back to reference 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., 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
go back to reference 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., 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
go back to reference Laushey, K. M., & Heflin, J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183–193. PubMedCrossRef Laushey, K. M., & Heflin, J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183–193. PubMedCrossRef
go back to reference Lopata, C., Thomeer, M. L., Volker, M. A., & Nida, R. E. (2006). Effectiveness of cognitive-behavioral treatment on the social behaviors of children with asperger disorder. Focus on Autism and Other Developmental Disabilities, 21, 237–244. CrossRef Lopata, C., Thomeer, M. L., Volker, M. A., & Nida, R. E. (2006). Effectiveness of cognitive-behavioral treatment on the social behaviors of children with asperger disorder. Focus on Autism and Other Developmental Disabilities, 21, 237–244. CrossRef
go back to reference 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. 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.
go back to reference Moree, B. N., & Thompson, E. D. (2010). Cognitive-behavioral therapy for anxiety in children diagnosed with autism spectrum disorders: Modification trends. Research in Autism Spectrum Disorders, 4(3), 346–354. CrossRef Moree, B. N., & Thompson, E. D. (2010). Cognitive-behavioral therapy for anxiety in children diagnosed with autism spectrum disorders: Modification trends. Research in Autism Spectrum Disorders, 4(3), 346–354. CrossRef
go back to reference Overholser, J. C. (1993). Elements of the socratic method: I. Systematic questioning. Psychotherapy: Theory, Research, and Practice, 30(1), 67–74. CrossRef Overholser, J. C. (1993). Elements of the socratic method: I. Systematic questioning. Psychotherapy: Theory, Research, and Practice, 30(1), 67–74. CrossRef
go back to reference 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 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
go back to reference Rapee, R., Wignall, A., Hudson, J., & Schniering, C. (2000). Treating anxious children and adolescents: An evidence-based approach. Oakland, CA: New Harbinger. Rapee, R., Wignall, A., Hudson, J., & Schniering, C. (2000). Treating anxious children and adolescents: An evidence-based approach. Oakland, CA: New Harbinger.
go back to reference Reaven, J. A., Blakeley-Smith, A., Nichols, S., Dasari, M., Flanigan, E., & Hepburn, S. (2009). Cognitive-behavioral group treatment for anxiety symptoms in children with high-functioning autism spectrum disorders: A pilot study. Focus on Autism and Other Developmental Disabilities, 24(1), 27–37. CrossRef Reaven, J. A., Blakeley-Smith, A., Nichols, S., Dasari, M., Flanigan, E., & Hepburn, S. (2009). Cognitive-behavioral group treatment for anxiety symptoms in children with high-functioning autism spectrum disorders: A pilot study. Focus on Autism and Other Developmental Disabilities, 24(1), 27–37. CrossRef
go back to reference Reichow, B., Steiner, A. M., & Volkmar, F. (2013). Cochrane Review: Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Evidence-Based Child Health: A Cochrane Review Journal, 8(2), 266–315. CrossRef Reichow, B., Steiner, A. M., & Volkmar, F. (2013). Cochrane Review: Social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Evidence-Based Child Health: A Cochrane Review Journal, 8(2), 266–315. CrossRef
go back to reference 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, 149–166. PubMedCrossRef 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, 149–166. PubMedCrossRef
go back to reference Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30(5), 399–409. PubMedCrossRef Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30(5), 399–409. PubMedCrossRef
go back to reference 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. doi: 10.​1007/​s10803-013-1900-1. 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. doi: 10.​1007/​s10803-013-1900-1.
go back to reference Sze, K. M., & Wood, J. J. (2007). Cognitive behavioral treatment of comorbid anxiety disorders and social difficulties in children with high functioning autism: A case report. Journal of Contemporary Psychotherapy, 37(3), 133–143. CrossRef Sze, K. M., & Wood, J. J. (2007). Cognitive behavioral treatment of comorbid anxiety disorders and social difficulties in children with high functioning autism: A case report. Journal of Contemporary Psychotherapy, 37(3), 133–143. CrossRef
go back to reference Tantam, D. (2003). The challenge of adolescents and adults with asperger syndrome. Child Adolescence and Psychiatric Clinics of North America, 12, 143–163. CrossRef Tantam, D. (2003). The challenge of adolescents and adults with asperger syndrome. Child Adolescence and Psychiatric Clinics of North America, 12, 143–163. CrossRef
go back to reference Van Hecke, A. V., Stevens, S., Carson, A. M., Karst, J. S., Dolan, B., Schohl, K.,… & Brockman, S. (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. Van Hecke, A. V., Stevens, S., Carson, A. M., Karst, J. S., Dolan, B., Schohl, K.,… & Brockman, S. (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.
go back to reference White, S. W., Albano, A. M., Johnson, C. R., Kasari, C., Ollendick, T., Klin, A., et al. (2010). Developmental of a cognitive-behavioral intervention program to treat anxiety and social deficits in teens with high-functioning autism. Clinical Child and Family Psychology Review, 13(1), 77–90. PubMedCentralPubMedCrossRef White, S. W., Albano, A. M., Johnson, C. R., Kasari, C., Ollendick, T., Klin, A., et al. (2010). Developmental of a cognitive-behavioral intervention program to treat anxiety and social deficits in teens with high-functioning autism. Clinical Child and Family Psychology Review, 13(1), 77–90. PubMedCentralPubMedCrossRef
go back to reference 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. CrossRef 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. CrossRef
Metagegevens
Titel
Using a CBT Approach to Teach Social Skills to Adolescents with Autism Spectrum Disorder and Other Social Challenges: The PEERS® Method
Auteurs
Elizabeth A. Laugeson
Mi N. Park
Publicatiedatum
01-03-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Rational-Emotive & Cognitive-Behavior Therapy / Uitgave 1/2014
Print ISSN: 0894-9085
Elektronisch ISSN: 1573-6563
DOI
https://doi.org/10.1007/s10942-014-0181-8

Andere artikelen Uitgave 1/2014

Journal of Rational-Emotive & Cognitive-Behavior Therapy 1/2014 Naar de uitgave