Enrichment Of Relational Skills Research Articles

Enhancing social outcomes in autistic youth: Assessing the impact of PEERS® booster sessions

BackgroundThe Program for the Education and Enrichment of Relational Skills (PEERS®) is a social skills training program for autistic adolescents and those facing social challenges. Its efficacy has been established worldwide, including in Italy. Although booster interventions are a potentially valuable strategy to maintain improvements over time, there is currently no research on the efficacy of providing booster sessions of PEERS® following the traditional treatment. AimsThis study aims to evaluate the efficacy of PEERS® Booster sessions in a sample who had previously participated in a traditional PEERS® Adolescent program. Methods and proceduresA longitudinal non-randomized study was conducted involving 21 autistic adolescents, divided into the treatment group undergoing PEERS® Booster sessions and the control group without it. Outcomes and resultsThe study evaluated the primary outcomes (social abilities) and secondary outcomes (co-occurrences, executive functions) at two-time points (pre- and post-treatment). No significant differences were found between groups on baseline measures and primary outcomes. However, there were significant group differences between pre- and post-treatment on primary outcomes (social awareness and social communication) and secondary outcomes (externalizing problems). Conclusions and implicationsThe efficacy of the PEERS® Booster Sessions shows promise and clinical implications were also discussed.

Long-Term Follow-Up of the Program for the Education and Enrichment of Relational Skills (PEERS) with Adolescent Adoptees

The present study sought to demonstrate the long-term impacts of the Program for the Education and Enrichment of Relational Skills (PEERS; Laugeson et al., 2010) among adolescent adoptees struggling to navigate peer relationships. Forty-one adolescents and their parents from Helder et al.’s (2023) previous study completed follow-up questionnaires 2.5 − 3.5 years following their initial participation in the PEERS program. Results indicated maintenance of gains from post- intervention to follow-up in adolescent reported hosted get-togethers and parent reports of their childs’ social anxiety, social skills, and empathy. Also, while parent reports of their adolescents’ hosted or invited get-togethers did not initially increase immediately following the intervention, results from the present study indicated an increase over the follow-up period. In contrast, the gains that were observed from pre- to post-intervention in adolescent reports of social anxiety, depression, and self-concept were not maintained over the follow-up period. The PEERS program appears to have more robust and long-term impacts on explicit and specific targets of the intervention, namely social skills and social behaviors, and less impact on related factors, such as mood and self-esteem.

Program for the Education and Enrichment of Relational Skills (PEERS®) for Italy: A Randomized Controlled Trial of a Social Skills Intervention for Autistic Adolescents.

The Program for the Education and Enrichment of Relational Skills (PEERS®) is an intervention targeting social skills for autistic adolescents and those with other social challenges. The efficacy of the PEERS® on adolescents has been extensively explored but the program has not been validated in Italy. In the present study, we adapted PEERS® to Italian culture and evaluated its efficacy in an Italian sample. A Randomized Controlled Trial was conducted, analyzing the results of 37 autistic adolescents who were randomly assigned to two groups: experimental group (TG) and waitlist group (WL). The primary outcomes (social abilities) and secondary outcomes (co-occurring conditions, executive functions) were assessed at four time points. No differences were found at pre-treatment between groups on baseline measures and primary outcomes. At post-treatment, significant group differences emerged in primary outcomes (social knowledge and social performance) and secondary outcomes (emotion regulation). The groups' results pooled together (TG + WL) confirmed the findings at post-treatment and showed further changes in primary outcomes (global social competence and social cognition) and secondary outcomes (externalizing problems, emotive and behavioral total problems, functional problems related to depressive symptoms). The improvements were maintained at a 3-month follow-up, except for global social competence and social cognition. Additionally, new results emerged regarding internalizing problems and global executive functioning. The efficacy of the Italian version of PEERS® was ascertained on primary and secondary outcomes. Innovative findings on emotion regulation, behavioral problems, and depression symptoms also emerged.Clinical trial registration information Program for the Education and Enrichment of Relational Skills (PEERS®) for Italy. An RCT's Study on Social Skills Intervention for Adolescents with Autism Spectrum Disorder (ASD). URL: http://clinicaltrials.gov . TRN: NCT05473104. Release Date: July 21, 2022.

Adaptation and Feasibility of the Mandarin Version of PEERS® for Autistic Adolescents.

The Program for the Education and Enrichment of Relational Skills (PEERS®) is a group-based social skills training program for adolescents on the autism spectrum. Although the program has been shown to be effective in improving social skills in autistic adolescents, evidence of its effectiveness from the Mandarin-speaking Chinese population is sparse. The present study used a non-randomized, pre- and post-intervention research design to investigate the feasibility and cultural validity of the program, as well as examine the moderators of intervention outcomes. Thirty-three autistic adolescents with intelligence quotient above 70 (Mage = 13.57, SDage = 1.43; Male: Female 25:8) and their parents received 14 concurrent 90-minute sessions. Adolescents' autistic traits, challenging behaviors, emotional functioning, socio-cognitive process, social environment factors (school support), and caregivers' well-being were evaluated. The findings suggest that with minor adjustments, the Mandarin version of PEERS® was generally acceptable and feasible for autistic adolescents and their parents. PEERS® may improve the social skills knowledge, reciprocal communication abilities, and emotional well-being of autistic adolescents. Also, participants with a higher level of school support, and parents with lower perceived subjective well-being at baseline may gain more benefits from PEERS®. The cultural adaptation and acceptability of the Mandarin Version of PEERS® were discussed. This feasibility study (Chinese Clinical Trial Registry: ChiCTR2200061417, 2022-06-23, retrospectively registered) provides a basis for further randomized control trials of the Mandarin version of PEERS®.

Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers.

Autistic children have social communication differences that can contribute to difficulties making and keeping friends, as well as poor mental health (e.g. anxiety, depression). Social skills training programs for preschoolers on the spectrum have been shown to increase social functioning and improve outcomes. Parent involvement in these programs is essential, as parents are able to use the intervention strategies outside of sessions. Teaching parents skills to help their children is also thought to reduce parenting stress through empowerment, knowledge, and social support. However, we still do not know much about how parents experience social skills treatments and whether there are specific parts that are especially helpful to them. This study examined parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, an evidence-based, group social skills intervention for autistic young children who are struggling socially. Twenty-four parents reported on their child's progress through questionnaires and participated in semi-structured interviews that asked about their experiences and perspectives 1-5 years after completing (PEERS®) for Preschoolers. Parents reported that their children displayed increased social skills and confidence after (PEERS®) for Preschoolers, while parents described feeling more positive, supported, and having greater understanding of their child and their development. Those parents who continued to use strategies taught in (PEERS®) for Preschoolers, particularly priming and preparing their child for social activities, showed greater improvements in long-term child outcomes and parenting stress. Overall, findings show that parents had a positive experience during and after PEERS® for Preschoolers, finding the program helpful in multiple ways to both their child and to themselves as a parent.

Effectiveness of Adapted Program for the Education and Enrichment of Relational Skills (PEERS) in Adolescents with ASD

PEERS® for Adolescents is an evidence-based social skills intervention for autistic youth and adolescents with other social challenges. Objective: To examine the effectiveness of the PEERS intervention in Pakistani adolescents with ASD. Methods: Total 98 parents (Mage = 41.60, SD = 3.90), and 63 teachers (Mean age = 36.63, SD = 7.80) of 98 adolescents (Mean age = 14.39, SD = 1.80) with ASD were recruited from two schools of Islamabad and one school of Rawalpindi via purposive sampling. Results: Findings demonstrated significant improvements in social skills knowledge of adolescents with adopted PEERS, F (1, 93) = 36.38, p<.001. Conclusions: Results indicated that PEERS is an effective program to enhance the overall socialization of Pakistani Adolescents with ASD.

Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance

ABSTRACTThirteen autistic teens, who were predominantly Latinx, completed the Program for the Education and Enrichment of Relational Skills (PEERS), a 16‐week social skills intervention. Time‐frequency decomposition was calculated using advanced electroencephalographic techniques to measure oscillatory brain activity during reward anticipation and processing before and after PEERS. Fourteen neurotypical teens participated but did not receive intervention. The perception of educational performance was also measured. The perception of educational performance did not differ between groups and did not change after participation in PEERS. Approach motivation increased after intervention in the autistic group. This suggests an enhancement of social motivation after learning social skills in a group composed of a majority of Latinx autistic teens.

Exploring caregiver and participant experiences of the Program for the Education and Enrichment of Relational Skills (PEERS®) for youth with acquired brain injury and cerebral palsy

Purpose This study explored the experience of adolescents with brain injuries and their caregivers who participated in the Program for the Education and Enrichment of Relational Skills (PEERS®) in Australia. Materials and methods Twenty-seven adolescents and 31 caregivers, who completed the PEERS® intervention as part of an RCT, contributed to focus groups following the 14-week program. Semi-structed interviews guided focus groups. An interpretive description methodology was used to understand participants’ experiences in the program and suggestions for improvements. Results Thematic analysis led to the development of five themes. “Challenging families and meeting expectations” explored the challenge and worth of participating. “Learnt new skills” highlighted skills and strategies gained and methods used to achieve these. “Connecting, belonging and understanding that’s our normal” represented the value placed on the group experience. “Confidence in knowing and doing” reflected the changes in everyday social experiences and “Where to from here?” provided many suggestions for adaptation to improve practice. Conclusion After taking part in the PEERS® social skills group intervention, most adolescents with brain injury and their caregivers perceived improvement in their social participation and had suggestions for improving the group experience. Some adolescents didn’t enjoy the program. IMPLICATIONS FOR REHABILITATION Offering adolescents with brain injury and their caregivers the opportunity to participate in a group social skills intervention is an important part of paediatric rehabilitation. Participants of group social skills interventions are likely to perceive improvements in their everyday social functioning following completion. Considering strategies to enhance engagement in the group is expected to be important for outcomes. Participants of group social skills programs may need additional support and adjustments to balance the demands of the intervention with other everyday family and school tasks and requirements.

For ASD, Psychiatrists Must Continuously Monitor Patients, Assess Therapies

Back to table of contents Previous article Next article Clinical & ResearchFull AccessFor ASD, Psychiatrists Must Continuously Monitor Patients, Assess TherapiesKatie O'ConnorKatie O'ConnorSearch for more papers by this authorPublished Online:21 Dec 2022https://doi.org/10.1176/appi.pn.2023.01.1.3AbstractThe prevalence of autism spectrum disorder (ASD) is increasing, and at the recent American Academy of Child and Adolescent Psychiatry annual meeting, experts spoke about why that is, challenges when it comes to diagnosing ASD, and the need to continuously assess the patient’s treatment.According to data from the Centers for Disease Control and Prevention (CDC), 1 in 44 8-year-olds, or about 2.3%, was diagnosed with autism spectrum disorder (ASD) in 2018. That figure represents a 24% increase over the CDC’s 2016 estimate and a roughly 400% increase over the CDC’s estimate in 2004.That’s an astronomical increase, noted M. Frampton Gwynette, M.D., a professor of psychiatry and behavioral sciences at the Medical University of South Carolina, at the American Academy of Child and Adolescent Psychiatry’s (AACAP) 2022 annual meeting in Toronto. He explained that the increase is mostly due to greater diagnoses and recognition of the disorder. “However, there are significant genetic factors driving the prevalence,” he added. “We now know that 70-plus genes are currently linked to autism.” Older parents are also more likely to have children with ASD, and some environmental factors have been linked to the disorder, although many unanswered questions remain around those potential factors and how they impact prevalence.Gwynette and his colleagues updated AACAP attendees on the assessment and management of ASD and the associated psychopathologies. Topics included the increase in prevalence, greater understanding of gender differences, genetic testing, and the importance of continuous assessment of patients and the therapies they are receiving.“Nearly 10% of the population in our psychiatry clinic are diagnosed with autism spectrum disorder,” said Gagan Joshi, M.D., director of the Autism Spectrum Disorder Program at Massachusetts General Hospital. Joshi and Roma Vasa, M.D., chaired the session.Psychopathologies are among the most frequent comorbidities for patients with ASD, particularly attention-deficit/hyperactivity disorder (ADHD). When psychopathologies are present, Joshi said, the diagnosis of autism is more likely to be delayed.“This is a very important message to clinicians,” he said. “As psychiatrists, we see individuals with emotional and behavioral difficulties in our clinics, and we must be mindful that autism is underrecognized in psychiatrically referred youth or adults. … We must screen this population for autism to identify the disorder and provide the specific treatment.”Further, the ways in which autism and behavioral problems present change as children age. “Autism is not static,” Joshi said. “We need to closely monitor these patients because what we offer the patient today may not be relevant tomorrow, and we need to be very mindful of that.”Diagnosing autism in young children who also have an internalizing disorder can be difficult because there are many overlapping symptoms between anxiety and depressive disorders and ASD, explained Vasa, who is the director of education and training at the Kennedy Krieger Institute. “It’s really important to get a baseline understanding of the child’s ASD symptoms to understand how the child functions at their best and among ongoing stressors,” she said.Further, the evidence base for using pharmacological treatments for anxiety and mood disorders is sparse in patients with ASD. “So we follow the algorithms that we use when treating individuals without ASD, but we prescribe cautiously, try to minimize polypharmacy, and follow up closely,” Vasa said.Genetic tests should also always be offered when assessing individuals for ASD, said Takahiro Soda, M.D., Ph.D., director of the University of Florida Health Center for Autism and Neurodevelopment. “A molecular diagnosis can provide a diagnostic resolution to patients and their families, many of whom have been undergoing diagnostic odysseys for years,” he said. He also noted the sheer number of different genes that are now known to contribute to the risk of ASD. It’s more important to know how to order genetic diagnostic tests and determine the next steps than it is to try to keep track of all the different diagnostic features of the increasing number of molecular diagnoses, he said.During the question-and-answer session, the experts spoke in detail about social skills training. Elizabeth Laugeson, Psy.D., discussed the Program for the Education and Enrichment of Relational Skills (PEERS). She is the founder and director of the University of California, Los Angeles, PEERS Clinic. PEERS is evidence based and includes social coaching for parents and caregivers.She pointed out that social skills training is often ineffective for neurodivergent youth. That is because many programs do not include parents and caregivers, and the skills taught often don’t generalize to other settings. Instead, children and adolescents with ASD need other people in their lives who can support them in applying the skills they need in the real world.“It’s important that psychiatrists assess the landscape of autism,” Vasa said. “We have to assess children’s social experiences and adverse experiences, and we must also assess the quality of therapies they’re receiving and the efficacies of those therapies to make sure they’re safe, feasible, and effective.”Families of children with autism often participate in multiple therapies and services, she continued. Psychiatrists can work with families to evaluate the different therapies the child is receiving, what strategies are working, and what the evidence says. “We can make decisions collaboratively with the parents and the children,” Vasa said. ■“Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2018” ISSUES NewArchived

Use of the Program for the Education and Enrichment of Relational Skills (PEERS) Intervention to Improve Social Skills and Peer Relationships among Adolescent Adoptees

The present study evaluated the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS) among 45 adolescent adoptees who were struggling with peer relationships. Results revealed improvements in adolescent social knowledge, friendship quality, satisfaction with social relationships, and self-concept, an increased number of peer get-togethers, and reductions in social anxiety and depression. Parents reported improvements in their child’s social skills and empathy as well as reduced social anxiety symptoms in their child. Teacher measures also revealed improved social skills within the school context. The PEERS intervention may be helpful for adoptees who are experiencing difficulties with social skills and developing peer relationships.

Remote PEERS® for preschoolers: A pilot parent-mediated social skills intervention for young children with social challenges over telehealth.

Social differences characteristic of autism spectrum disorder (ASD) and other developmental disabilities are evident in early childhood and are associated with later difficulties. Unfortunately, there is a paucity of evidence-based interventions explicitly targeting social skills development for young children, few actively integrate parents and caregivers, and even fewer have remote models. The importance of providing accessible, tailored services for families in the wake of the COVID-19 pandemic, prompted the creation of a parent-mediated telehealth version of Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers (P4P), a pre-existing, evidence-based social skills intervention for children 4-6 years focused on making and keeping friends. This methodological paper documents the implementation, feasibility, and satisfaction of a novel telehealth group-based delivery of P4P. Qualitative results indicate acceptable feasibility and satisfaction. Additionally, following completion there was an increase in parental confidence in social coaching and increased use of child social skills. Future work will evaluate quantitative outcomes and comparisons between delivery methods (e.g., telehealth vs. in-person).

Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder

Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments.

8.6 Program for the Education and Enrichment of Relational Skills (PEERS®)

Social deficits are considered a hallmark feature among those with ASD (Reichow and Volkmar, 2010), with many neurodiverse youth reporting a lack of friendships and increased rates of bullying (Lung et al., 2019), both of which are known to relate to poor mental health outcomes (Wolke and Lereya, 2015). Despite the negative consequences associated with social challenges, including increased rates of depression, anxiety, and suicidal ideation/attempts (Wright and Wachs, 2019), few empirically supported social skills interventions exist for this highly vulnerable population (Moody and Laugeson, 2020).

Program for education and enrichment of relational skills (PEERS) training for social skills and depressed mood intervention in young adult with depression: Study protocol for a randomized controlled trial.

IntroductionDepression is a common psychiatric disorder characterized by persistent low mood, reduced interest, and slowed thinking. Young adults are the main first-onset group for depression in all categories of the population. Program for education and enrichment of relational skills (PEERS) training, a program for the Education and Enrichment of Relational Skills, has been used in Europe and America for people with various types of social disorders with good results. A Chinese adaptation of the PEERS training program may be a new approach to help youth with depression return to society as soon as possible. This study aimed to construct and optimize a social skills training program for Chinese young adults with depression and to validate the impact of the program.Materials and methods and analysisThe aim of this trial protocol is to evaluate the efficacy of the localized PEERS training program on social competence, depressed mood in a Chinese young adult population with depression. The primary outcome will be a change in self-reported depressive symptoms from baseline to week 3 post-randomization to week 6 post-randomization measured using the Liebowitz social anxiety scale (LSAS). Secondary outcomes include the rate of decline in severe social anxiety, the Social Avoidance and Distress Scale (SAD), the Social Self-Efficacy Scale (PSSE), and the Hamilton Depression Scale (HAMD-17). Data for each assessment will be collected at baseline, week 3 of the trial, and week 6 of the trial.Ethics and disseminationEthics approval was obtained from the Hospital Ethics Committee. Findings will be disseminated through scientific journals, conferences, and university courses.Trial registration number[http://www.chictr.org.cn/], identifier [ChiCTR2100046050].

Program evaluation of an adapted PEERS® social skills program in young adults with autism spectrum disorder and/or mild intellectual impairment and social skills difficulties.

Social challenges are common for young adults with autism spectrum disorder (ASD) and/or mild intellectual impairment, yet few evidence-based interventions exist to address these challenges. PEERS®, the Program for the Education and Enrichment of Relational Skills, has been shown to be effective in improving the social skills of young adults with ASD; however, it requires a significant time commitment for parents of young adults. As such, this mixed-methods study aimed to investigate the experiences of young adults, parents and PEERS® social coaches participating in an adapted PEERS® program, and to evaluate its acceptability and efficacy. Young adults with ASD and/or mild intellectual impairment participated in a 16-week PEERS® program. Parents and PEERS® social coaches attended fewer, condensed sessions, where they learnt program content to support the young adults' social skill development at home and in the community. Focus groups were conducted post intervention. Quantitative pre-post assessment using the Social and Emotional Loneliness Scale for Adults, the Test of Young Adult Social Skills Knowledge, and Quality of Socialization Questionnaire-Young Adults was completed by young adults. The Social Responsiveness Scale Second Edition was completed by young adults and their parents. Qualitative results revealed that, taken together, young adults, parents and PEERS® social coaches all felt that the adapted PEERS® program was 'challenging, but worth it'. The program was acceptable with a 93%attendance rate across all sessions. Whilst young adults' perceptions of their own social functioning did not change post-intervention, their knowledge of social skills content improved significantly (p < 0.05). Parent perceptions of young adults' social responsiveness also improved (p < 0.05). Social skill knowledge, social responsiveness, and social engagement improved significantly following the completion of the adapted PEERS® program. It was deemed acceptable and worthwhile by young adults, their parents and PEERS® social coaches.

Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers

The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum.

Development and Application of a Metaverse-Based Social Skills Training Program for Children With Autism Spectrum Disorder to Improve Social Interaction: Protocol for a Randomized Controlled Trial.

BackgroundAutism spectrum disorder (ASD) is characterized by abnormalities in social communication and limited and repetitive behavioral patterns. Children with ASD who lack social communication skills will eventually not interact with others and will lack peer relationships when compared to ordinary people. Thus, it is necessary to develop a program to improve social communication abilities using digital technology in people with ASD.ObjectiveWe intend to develop and apply a metaverse-based child social skills training program aimed at improving the social interaction abilities of children with ASD aged 7-12 years. We plan to compare and analyze the biometric information collected through wearable devices when applying the metaverse-based social skills training program to evaluate emotional changes in children with ASD in stressful situations.MethodsThis parallel randomized controlled study will be conducted on children aged 7-12 years diagnosed with ASD. A metaverse-based social skills training program using digital technology will be administered to children who voluntarily wish to participate in the research with consent from their legal guardians. The treatment group will participate in the metaverse-based social skills training program developed by this research team once a week for 60 minutes per session for 4 weeks. The control group will not intervene during the experiment. The treatment group will use wearable devices during the experiment to collect real-time biometric information.ResultsThe study is expected to recruit and enroll participants in March 2022. After registering the participants, the study will be conducted from March 2022 to May 2022. This research will be jointly conducted by Yonsei University and Dobrain Co Ltd. Children participating in the program will use the internet-based platform.ConclusionsThe metaverse-based Program for the Education and Enrichment of Relational Skills (PEERS) will be effective in improving the social skills of children with ASD, similar to the offline PEERS program. The metaverse-based PEERS program offers excellent accessibility and is inexpensive because it can be administered at home; thus, it is expected to be effective in many children with ASD. If a method can be applied to detect children's emotional changes early using biometric information collected through wearable devices, then emotional changes such as anxiety and anger can be alleviated in advance, thus reducing issues in children with ASD.Trial RegistrationClinical Research Information Service KCT0006859; https://tinyurl.com/4r3k7cmjInternational Registered Report Identifier (IRRID)PRR1-10.2196/35960

A randomized controlled trial to examine the effectiveness of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS\xae)

BackgroundThis study examines the effectiveness of the culturally adapted Dutch version of The Program for the Education and Enrichment of Relational Skills (PEERS®), utilizing a randomized control trial (RCT) with an active treatment control condition.Methods106 adolescents with ASD, aged 12–18 years, were randomly assigned to one of two group interventions: the experimental condition (PEERS®; n = 54) or the active treatment control condition (Regulation, Organization and Autonomy Didactics; ROAD; n = 52). Effects of interventions on social skills were primarily assessed using an observational measure (CASS – Contextual Assessment Social Skills). Secondary indices of social skills were self, parent and teacher reported questionnaire data (i.e., Social Responsiveness Scale; SRS, and Social Skills Improvement System; SSIS). Treatment satisfaction was also obtained from adolescents and their parents.ResultsResults on the observational measure of social skills revealed improvements in positive affect, overall quality of rapport, as well as starting and ending a conversation, irrespective of condition. Compared to ROAD, PEERS® participants showed increased overall self-reported social skills (SSIS). Parent reports showed decreased overall social skill impairment (SRS) as well as improved social communication (SSIS subscale), with significantly more progress in the PEERS® group. Furthermore, parents of adolescents in the PEERS® group were significantly more satisfied with the intervention (M = 8.20, SD = 1.46) than parents of adolescents in the ROAD group (M = 7.52, SD = 1.45). The self-reported treatment satisfaction of adolescents did not differ between conditions. Teacher data showed decreased social skill impairment as measured with the SRS, irrespective of condition.ConclusionsThis study reveals promising indications that the Dutch version of PEERS® enhances social skills in adolescents with ASD. Yet, further research is needed into how effectiveness can be optimized.Trial registrationDutch trail register NTR6255 (NL6117) 08/02/2017 https://www.trialregister.nl/trial/6117

Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD

The Program for the Education and Enrichment of Relational Skills (PEERS) social skills intervention has demonstrated effectiveness for adolescents with autism spectrum disorder (ASD). However, studies have been limited by a lack of objective outcome measures and an underrepresentation of Latinx families. This pilot study extends the PEERS literature by utilizing an observational measure of conversational skills (Contextual Assessment of Social Skills; CASS) with a diverse sample of 13 adolescents with ASD (with parent groups conducted in English and Spanish simultaneously) and a control group of 11 neurotypical adolescents. Consistent with previous research, adolescents with ASD and their parents perceived improvements in social functioning following intervention, which were maintained four months later and corroborated by improvements in conversational skills.

Improving Social Anxiety and Social Responsiveness in Autism Spectrum Disorder through PEERS®

ABSTRACT Autistic individuals often experience anxiety at higher rates than typically developing individuals, which could worsen social impairment. While anxiety is highly linked to social skills, social anxiety symptoms have not often been investigated within the context of social skills interventions. The present study compared changes in social anxiety and social responsiveness in 154 adolescents and young adults on the autism spectrum participating in the Program for the Education and Enrichment of Relational Skills (PEERS®) social skills intervention. Results indicate that social anxiety symptoms significantly improved following treatment for both adolescents and young adults. Although young adults reported higher levels of anxiety overall, age group did not moderate social anxiety outcome, with both groups demonstrating comparable social anxiety improvements following treatment. Further, greater improvements in social responsiveness following PEERS® were associated with greater reductions in social anxiety symptoms. We also examined reporter agreement (e.g., self- and caregiver-reports), which indicated these reports were largely consistent, though correlations between adolescent and caregiver-report increased from pre- to post-treatment. Findings suggest that social skills interventions may play a critical role in the reduction of mental health symptoms, such as anxiety symptoms, for autistic adolescents and young adults.