Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program

Autor/inn/en	Laugeson, Elizabeth A.; Frankel, Fred; Gantman, Alexander; Dillon, Ashley R.; Mogil, Catherine
Titel	Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program
Quelle	In: Journal of Autism and Developmental Disorders, 42 (2012) 6, S.1025-1036 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-011-1339-1
Schlagwörter	Autism; Social Cognition; Adolescents; Program Effectiveness; Interpersonal Competence; Social Development; Skill Development; Pervasive Developmental Disorders; Program Evaluation; Social Behavior; Interpersonal Communication; Motivation; Cooperation; Responsibility; Teacher Attitudes; Pretests Posttests + Suchen Sie Ihr Suchwort? Autismus; Soziale Kognition; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonale Kompetenz; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Programme evaluation; Programmevaluation; Social behaviour; Soziales Verhalten; Interpersonale Kommunikation; psychologische; Motivation (psychologisch); Co-operation; Kooperation; Verantwortungsübernahme; Zuständigkeit; Lehrerverhalten
Abstract	The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10