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

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 socia...

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Bibliographic Details
Published inJournal of autism and developmental disorders Vol. 44; no. 9; pp. 2244 - 2256
Main Authors Laugeson, Elizabeth A., Ellingsen, Ruth, Sanderson, Jennifer, Tucci, Lara, Bates, Shannon
Format Journal Article
LanguageEnglish
Published Boston Springer US 01.09.2014
Springer
Subjects
Adolescent
Adolescents
Autism
Autistic children
Behavioral Science and Psychology
Biological and medical sciences
Child
Child and School Psychology
Child clinical studies
Child Development Disorders, Pervasive - psychology
Classroom Environment
Comparative Analysis
Control Groups
Developmental disorders
Experimental Groups
Female
Humans
Infantile autism
Interpersonal Competence
Intervention
Male
Medical sciences
Middle School Students
Neurosciences
Original Paper
Pediatrics
Peer Group
Peer Relationship
Pervasive Developmental Disorders
Program Effectiveness
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Public Health
Schools
Self Efficacy
Social aspects
Social Behavior
Social Development
Social skills
Study and teaching
Teaching Methods
Friendship
School
Social skills
Adolescents
PEERS
Autism spectrum disorder
Human
Peer relation
Developmental disorder
School environment
Teaching
Autism
Pervasive developmental disorder
Social interaction
Adolescent
Classroom
Social aptitude
Online AccessGet full text
ISSN0162-3257
1573-3432
1573-3432
DOI10.1007/s10803-014-2108-8

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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.
AbstractList 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[R] 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.
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.
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.
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[R] 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. Keywords Social skills * Autism spectrum disorder * PEERS * Friendship * Adolescents * School
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.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.
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.
Audience Middle Schools
Junior High Schools
Secondary Education
Academic
Author Ellingsen, Ruth
Tucci, Lara
Laugeson, Elizabeth A.
Sanderson, Jennifer
Bates, Shannon
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  organization: Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, The Help Group—UCLA Autism Research Alliance
– sequence: 2
  givenname: Ruth
  surname: Ellingsen
  fullname: Ellingsen, Ruth
  organization: Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Department of Psychology, University of California, Los Angeles
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  givenname: Jennifer
  surname: Sanderson
  fullname: Sanderson, Jennifer
  organization: Center for Autism and Related Disabilities, Florida Atlantic University
– sequence: 4
  givenname: Lara
  surname: Tucci
  fullname: Tucci, Lara
  organization: Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, The Help Group—UCLA Autism Research Alliance
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ISSN 0162-3257
1573-3432
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IsDoiOpenAccess false
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Issue 9
Keywords Friendship
School
Social skills
Adolescents
PEERS
Autism spectrum disorder
Human
Peer relation
Developmental disorder
School environment
Teaching
Autism
Pervasive developmental disorder
Social interaction
Adolescent
Classroom
Social aptitude
Language English
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CC BY 4.0
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PublicationTitle Journal of autism and developmental disorders
PublicationTitleAbbrev J Autism Dev Disord
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References CoucouvanisJSuper skills: A social skills group program for children with Asperger syndrome, high-functioning autism and related challenges2005Shawnee MissionAutism Asperger Publishing Company
GreshamFMSugaiGHornerRHInterpreting outcomes of social skills training for students with high-incidence disabilitiesExceptional Children200167331344
FornessSRRameySLRamyCTHsuCBreauzsekCMMacMillanDLKavaleKAZimaBTHead Start children finishing first grade: Preliminary data on school identification of children at risk for special educationBehavioral Disorders199823111124
MooteGTSmythNJWodarskiJSSocial skills training with youth in school settings: A reviewResearch on Social Work Practice1999942746510.1177/104973159900900403
LangRPageSBenefits of teacher collaboration across varying stages of the research processIntervention in School and Clinic20114623023410.1177/1053451210389031
RaoPABeidelDCMurrayMJSocial skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendationsJournal of Autism and Developmental Disorders2008383533611764196210.1007/s10803-007-0402-4
ConstantinoJNGruberCPThe Social Responsiveness Scale (SRS) manual2005Los Angeles, CAWestern Psychological Services
LaugesonEAFrankelFSocial skills for teenagers with developmental and autism spectrum disorder: The PEERS treatment manual2010New YorkRoutledge
ReddenSCFornessSRRameySLRameyCTZimaBTBrezausekCMKavaleKAHead Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilitiesJournal of Child and Family Studies1999828530310.1023/A:1022063228843
La GrecaAMLopezNSocial anxiety among adolescents: Linkages with peer relations and friendshipsJournal of Abnormal Child Psychology1998268394963413110.1023/A:1022684520514
WhiteSWKeonigKScahillLSocial skills development in children with autism spectrum disorders: A review of the intervention researchJournal of Autism and Developmental Disorders2007371858186810.1007/s10803-006-0320-x
MandelbergJLaugesonEACunninghamTDEllingsenRBatesSFrankelFLong-term treatment outcomes for parent-assisted social skills training for adolescents with autism spectrum disorders: The UCLA PEERS programJournal of Mental Health Research in Intellectual Disabilities201471457310.1080/19315864.2012.730600
LaugesonEAThe PEERS curriculum for school-based professionals: Social skills training for adolescents with autism spectrum disorder2014New YorkRoutledge
HartJEWhalonKJCreating social opportunities for students with autism spectrum disorder in inclusive settingsIntervention in School and Clinic20114627327910.1177/1053451210395382
HarperCBSymonJBFreaWDRecess is time-in: Using peers to improve social skills of children with autismJournal of Autism and Developmental Disorders20083858158261787429010.1007/s10803-007-0449-2
PiersEVPiers-Harris children’s self-concept scale-revised manual1984Los AngelesWestern Psychological Services
TantamDThe challenge of adolescents and adults with Asperger syndromeChild and Adolescent Psychiatric Clinics of North America2003121431631251240310.1016/S1056-4993(02)00053-6
ConstantinoJNSocial Responsiveness Scale2005Los AngelesWestern Psychological Services
WoodJJDrahotaASzeKHarKChiuALangerDACognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trialJournal of Child Psychology and Psychiatry2009502242341930932610.1111/j.1469-7610.2008.01948.x
ReichowBVolkmarFRSocial skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework (2010)Journal of Autism and Developmental Disorders2010401491661965524010.1007/s10803-009-0842-0
LangRO’ReillyMRSigafoosJMachalicekWRispoliMShogrenKChanJMDavisTLancioniGHopkinsSReview of teacher involvement in the applied intervention research for children with autism spectrum disordersEducation and Training in Autism and Developmental Disabilities201045268283
SitlingtonP. L.ClarkG. M.The transition assessment process and IDEIA 2004Assessment for Effective Intervention2007323133142
MatsonJLMatsonMLRivetTTSocial-skills treatments for children with autism spectrum disorders an overviewBehavior Modification20073156827071769912410.1177/0145445507301650
SchohlK. A.HeckeA. V.CarsonA. M.DolanB.KarstJ.StevensS.A replication and extension of the PEERS intervention: Examining effects on social skills and social anxiety in adolescents with autism spectrum disordersJournal of Autism and Developmental Disorders2013443114
LaugesonEAFrankelFGantmanADillonARMogilCEvidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS programJournal of Autism and Developmental Disorders2012426102510362185858810.1007/s10803-011-1339-1
Le CouteurALordCRutterMThe autism diagnostic interview-revised (ADI-R)2003Los Angeles, CAWestern Psychological Services
PierceKSchreibmanLMultiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peersJournal of Applied Behavior Analysis19973011571601284029910399110.1901/jaba.1997.30-157
KasariCRotheram-FullerELockeJGulsrudAMaking the connection: Randomized controlled trial of social skills at school for children with autism spectrum disordersJournal of Child Psychology and Psychiatry20125343143932387952211806210.1111/j.1469-7610.2011.02493.x
FrankelFMyattRSugarCWhithamCGorospeCMLaugesonEA randomized controlled study of parent-assisted children’s friendship training with children having autism spectrum disordersJournal of Autism and Developmental Disorders20104082784228909792005805910.1007/s10803-009-0932-z
KampsDMLeonardBRVernonSDuganEPDelquadriJCGershonBFolkLTeaching social skills to students with autism to increase peer interactions in an integrated first-grade classroomJournal of Applied Behavior Analysis19922522812881279710163442310.1901/jaba.1992.25-281
LaugesonEAThe science of making friends: Helping socially challenged teens and young adults2013San Francisco, CAJossey-Bass
BoardmanAGArguellesMEVaughnSHughesMTKlingnerJSpecial education teachers’ views of research-based practicesJournal of Special Education20053916818010.1177/00224669050390030401
FrankelFMintzJMaternal reports of play dates of clinic referred and community childrenJournal of Child and Family Studies201120562363031894142200327810.1007/s10826-010-9437-9
LicciardelloCCHarchikAELuiselliJKSocial skills intervention for children with autism during interactive play at a public elementary schoolEducation and Treatment of Children2008311273710.1353/etc.0.0010
BelliniSPetersJKBennerLHopfAA meta-analysis of school-based social skills interventions for children with autism spectrum disordersRemedial and Special Education20072815316210.1177/07419325070280030401
BenjaminiY.HochbergY.Controlling the false discovery rate: A practical and powerful approach to multiple testingJournal of the Royal Statistical Society. Series B (Methodological)199557289300
ChanJMLangRRispoliMO’ReillyMSigafoosJColeHUse of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic reviewResearch in Autism Spectrum Disorders2009387688910.1016/j.rasd.2009.04.003
MorrisonLKampsDGarciaJParkerDPeer mediation and monitoring strategies to improve initiations and social skills for students with autismJournal of Positive Behavior Interventions20013423725010.1177/109830070100300405
LaugesonEAParkMNUsing a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges: The PEERS® methodJournal of Rational-Emotive and Cognitive-Behavior Therapy2014321849710.1007/s10942-014-0181-8
JanuaryAMCaseyRJPaulsonDA meta-analysis of classroom-wide interventions to build social skills: Do they work?School Psychology Review201140242256
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.
GantmanAKappSOrenskiKLaugesonEASocial skills training for young adults with autism spectrum disorders: A randomized controlled pilot studyJournal for Autism and Developmental Disorders20124261094110310.1007/s10803-011-1350-6
YooHJBahnGChoIHKimEKKimJHMinJWLeeWHSeoJSJunSSBongGChoSShinMSKimBNKimJWParkSLaugesonEAA randomized controlled trial of the Korean version of the PEERS® parent-assisted social skills training program for teens with ASDAutism Research2014711451612440889210.1002/aur.1354
LangRKuriakoseSLyonsGMulloyABoutotABrittCCaruthersSOrtegaLO’ReillyMLancioniGUse of school recess time in the education and treatment of children with autism spectrum disorders: A systematic reviewResearch in Autism Spectrum Disorders201151296130510.1016/j.rasd.2011.02.012
GreshamFMElliottSThe social skills rating system1990Circle Pines, MNAmerican Guidance Service
BukowskiWMHozaBBoivinMMeasuring friendship quality during pre- and early adolescence: The development and psychometric properties of the Friendship Qualities ScaleJournal of Social and Personal Relationships199411347148410.1177/0265407594113011
HessKLMorrierMJHeflinLJIveyMLAutism treatment survey: Services received by children with autism spectrum disorders in public school classroomsJournal of Autism and Developmental Disorders20083859619711792915510.1007/s10803-007-0470-5
BaumingerNKasariCLoneliness and friendship in high-functioning children with autismChild Development2000714474561083447610.1111/1467-8624.00156
FlynnLHealyOA review of treatments for deficits in social skills and self-help skills is autism spectrum disorderResearch in Autism Spectrum Disorders2012643144110.1016/j.rasd.2011.06.016
American Psychiatric Association (Ed.). (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR®. Arlington, VA: American Psychiatric Publishing.
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DM Kamps (2108_CR22) 1992; 25
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K Pierce (2108_CR41) 1997; 30
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FM Gresham (2108_CR16) 1990
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FM Gresham (2108_CR17) 2001; 67
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KL Hess (2108_CR20) 2008; 38
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References_xml – reference: SchohlK. A.HeckeA. V.CarsonA. M.DolanB.KarstJ.StevensS.A replication and extension of the PEERS intervention: Examining effects on social skills and social anxiety in adolescents with autism spectrum disordersJournal of Autism and Developmental Disorders2013443114
– reference: PierceKSchreibmanLMultiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peersJournal of Applied Behavior Analysis19973011571601284029910399110.1901/jaba.1997.30-157
– reference: ConstantinoJNGruberCPThe Social Responsiveness Scale (SRS) manual2005Los Angeles, CAWestern Psychological Services
– reference: WoodJJDrahotaASzeKHarKChiuALangerDACognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trialJournal of Child Psychology and Psychiatry2009502242341930932610.1111/j.1469-7610.2008.01948.x
– reference: La GrecaAMLopezNSocial anxiety among adolescents: Linkages with peer relations and friendshipsJournal of Abnormal Child Psychology1998268394963413110.1023/A:1022684520514
– reference: BaumingerNKasariCLoneliness and friendship in high-functioning children with autismChild Development2000714474561083447610.1111/1467-8624.00156
– reference: ChanJMLangRRispoliMO’ReillyMSigafoosJColeHUse of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic reviewResearch in Autism Spectrum Disorders2009387688910.1016/j.rasd.2009.04.003
– reference: LordCRutterMDiLavorePCRisiSAutism Diagnostic Observation Schedule-second edition (ADOS-2)2012Los Angeles, CAWestern Psychological Services
– reference: LicciardelloCCHarchikAELuiselliJKSocial skills intervention for children with autism during interactive play at a public elementary schoolEducation and Treatment of Children2008311273710.1353/etc.0.0010
– reference: LaugesonEAFrankelFGantmanADillonARMogilCEvidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS programJournal of Autism and Developmental Disorders2012426102510362185858810.1007/s10803-011-1339-1
– reference: PiersEVPiers-Harris children’s self-concept scale-revised manual1984Los AngelesWestern Psychological Services
– reference: American Psychiatric Association (Ed.). (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR®. Arlington, VA: American Psychiatric Publishing.
– reference: SitlingtonP. L.ClarkG. M.The transition assessment process and IDEIA 2004Assessment for Effective Intervention2007323133142
– reference: BenjaminiY.HochbergY.Controlling the false discovery rate: A practical and powerful approach to multiple testingJournal of the Royal Statistical Society. Series B (Methodological)199557289300
– reference: YooHJBahnGChoIHKimEKKimJHMinJWLeeWHSeoJSJunSSBongGChoSShinMSKimBNKimJWParkSLaugesonEAA randomized controlled trial of the Korean version of the PEERS® parent-assisted social skills training program for teens with ASDAutism Research2014711451612440889210.1002/aur.1354
– reference: GreshamFMElliottSThe social skills rating system1990Circle Pines, MNAmerican Guidance Service
– reference: ReichowBVolkmarFRSocial skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework (2010)Journal of Autism and Developmental Disorders2010401491661965524010.1007/s10803-009-0842-0
– reference: 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.
– reference: HessKLMorrierMJHeflinLJIveyMLAutism treatment survey: Services received by children with autism spectrum disorders in public school classroomsJournal of Autism and Developmental Disorders20083859619711792915510.1007/s10803-007-0470-5
– reference: GantmanAKappSOrenskiKLaugesonEASocial skills training for young adults with autism spectrum disorders: A randomized controlled pilot studyJournal for Autism and Developmental Disorders20124261094110310.1007/s10803-011-1350-6
– reference: LaugesonEAParkMNUsing a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges: The PEERS® methodJournal of Rational-Emotive and Cognitive-Behavior Therapy2014321849710.1007/s10942-014-0181-8
– reference: FrankelFMintzJMaternal reports of play dates of clinic referred and community childrenJournal of Child and Family Studies201120562363031894142200327810.1007/s10826-010-9437-9
– reference: KampsDMLeonardBRVernonSDuganEPDelquadriJCGershonBFolkLTeaching social skills to students with autism to increase peer interactions in an integrated first-grade classroomJournal of Applied Behavior Analysis19922522812881279710163442310.1901/jaba.1992.25-281
– reference: FlynnLHealyOA review of treatments for deficits in social skills and self-help skills is autism spectrum disorderResearch in Autism Spectrum Disorders2012643144110.1016/j.rasd.2011.06.016
– reference: JanuaryAMCaseyRJPaulsonDA meta-analysis of classroom-wide interventions to build social skills: Do they work?School Psychology Review201140242256
– reference: BelliniSPetersJKBennerLHopfAA meta-analysis of school-based social skills interventions for children with autism spectrum disordersRemedial and Special Education20072815316210.1177/07419325070280030401
– reference: FrankelFMyattRSugarCWhithamCGorospeCMLaugesonEA randomized controlled study of parent-assisted children’s friendship training with children having autism spectrum disordersJournal of Autism and Developmental Disorders20104082784228909792005805910.1007/s10803-009-0932-z
– reference: WhiteSWKeonigKScahillLSocial skills development in children with autism spectrum disorders: A review of the intervention researchJournal of Autism and Developmental Disorders2007371858186810.1007/s10803-006-0320-x
– reference: BukowskiWMHozaBBoivinMMeasuring friendship quality during pre- and early adolescence: The development and psychometric properties of the Friendship Qualities ScaleJournal of Social and Personal Relationships199411347148410.1177/0265407594113011
– reference: FornessSRRameySLRamyCTHsuCBreauzsekCMMacMillanDLKavaleKAZimaBTHead Start children finishing first grade: Preliminary data on school identification of children at risk for special educationBehavioral Disorders199823111124
– reference: Le CouteurALordCRutterMThe autism diagnostic interview-revised (ADI-R)2003Los Angeles, CAWestern Psychological Services
– reference: MorrisonLKampsDGarciaJParkerDPeer mediation and monitoring strategies to improve initiations and social skills for students with autismJournal of Positive Behavior Interventions20013423725010.1177/109830070100300405
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Snippet Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to...
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SubjectTerms Adolescent
Adolescents
Autism
Autistic children
Behavioral Science and Psychology
Biological and medical sciences
Child
Child and School Psychology
Child clinical studies
Child Development Disorders, Pervasive - psychology
Classroom Environment
Comparative Analysis
Control Groups
Developmental disorders
Experimental Groups
Female
Humans
Infantile autism
Interpersonal Competence
Intervention
Male
Medical sciences
Middle School Students
Neurosciences
Original Paper
Pediatrics
Peer Group
Peer Relationship
Pervasive Developmental Disorders
Program Effectiveness
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Public Health
Schools
Self Efficacy
Social aspects
Social Behavior
Social Development
Social skills
Study and teaching
Teaching Methods
Title The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS® Program
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