PEERS® for School-Based Professionals via Zoom as a Pre-Employment Transition Service

Abstract

Previous research has shown that conversational language predicts vocational independence and friendship development. This study investigated the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS®) for School-Based Professionals delivered via Zoom as a pre-employment transition service on the social competence of teens and young adults with autism spectrum disorder (ASD). The program was administered weekly by vocational rehabilitation counselors via telehealth. A Quasi-experimental pilot design using pre/post-test analysis was used because all students in the vocational rehabilitation case management telehealth group indicated a desire to participate in the PEERS® training, leaving none available to form a comparison group. Results indicate a decrease in the severity of ASD symptomatology regarding social communication and an increase in conversational skills associated with vocational independence. They were invited to and hosted more get-togethers with peers who shared their interests, a measure of future collegiality. Implications for individuals on the autism spectrum and employment transition service providers are discussed.