Psychosocial Treatment Effects of the PEERS Social Skills Intervention for Young Adults with Autism

Background: Deficits in social skills acquisition and generalization are frequently the most significant challenges for children and adults with Asperger’s Disorder/High Functioning Autism (AD/HFA). Social difficulties can lead to significant impairment in daily living, vocational skills, social relationships, and psychological functioning. This area continues to be highly understudied in treatment research for young adults with AD/HFA. Few studies have examined the difficulties these individuals endure during this highly socially, emotionally, and physically demanding period of their lives. Findings suggest that only about 15% of adults with AD/HFA have reciprocal friendships, and even fewer are in long-term romantic relationships. It is believed that lack of social skills in young adults with AD/HFA may lead to more isolation and lack of interpersonal relationships, vocational difficulties, victimization and exploitation, and increased psychopathology, such as higher rates of depression and generalized anxiety. Social skills training is a well documented intervention strategy for children/adolescents with AD/HFA. Yet, to date there do not appear to be any evidence-based interventions focused on improving social skills in young adults with AD/HFA.

Objectives: To test the efficacy of an adapted evidence-based social skills treatment intervention for young adults with AD/HFA, by looking at the acquisition of social skills, development of interpersonal relationships and treatments effects on psychological well being.

Methods: The intervention, known as PEERS for Young Adults, consisted of 14-week evidence-based caregiver-assisted social skills treatment program for transitional AD/HFA youth 18-22 years of age. 23 participants and their caregivers were randomly assigned to a treatment or delayed treatment control group. Weekly 90-minute treatment sessions, consisted of didactic social skills lessons, modeling, role-playing, behavioral rehearsal and homework. Didactic lessons targeted: conversational skills; peer entry/exiting strategies; choosing appropriate friends; planning/implementing get-togethers; dating etiquette; handling peer rejection; avoiding peer exploitation/victimization; and resolving conflicts.

Results: Preliminary analyses reveal that participants in the treatment group significantly improved their psychosocial functioning along a number of domains in comparison to the delayed treatment control group. Significant differences along the domains of emotional regulation, social and dating anxiety, loneliness, and locus of control were also observed between participants with AD/HFA and neurotypical and clinical populations.

Conclusions: Findings suggest that the use of PEERS for Young Adults, an adapted manualized caregiver-assisted social skills intervention, is effective in improving the social competence and friendship/relationship skills of young adults with AD/HFA, suggesting that caregiver involvement in treatment for this population continues to be vital for skill acquisition and generalization of social skills.