Objectives: This study seeks to examine the effectiveness of improving social functioning in high-functioning adolescents with ASD using the UCLA PEERS Program in a residential treatment setting. Whereas previous PEERS studies have examined parent- and teacher-assisted methods of social coaching, the current study examines the effectiveness of residential therapists as facilitators and social coaches.
Methods: Twelve adolescents with ASD ranging from 15-17 years of age (M = 16.33; SD = 0.87) residing within Village Glen Commons, a residential treatment facility for children and adolescents with ASD, participated in the study. The structure of the 14-week intervention included 60-minute sessions delivered once a week with an additional 30 minutes of behavioral rehearsal in the milieu. Adolescents and therapists completed a battery of psychosocial tests at pre- and post-intervention to assess social skills. Teen self-report measures included the Test of Adolescent Social Skills Knowledge (TASSK; Laugeson & Frankel, 2009), Friendship Qualities Scale (FQS; Bukowski et al. 1994), Piers-Harris Self-Concept Scale 2nd Edition (PHS; Piers, Harris & Herzberg, 2002), and Social Anxiety Scale for Adolescents (SAS-A; La Greca,. 1999). Therapist measures included the Social Responsiveness Scale (SRS; Constantino, 2005), Social Skills Improvement System (SSIS; Gresham & Elliott, 2008), and Teacher Report Form (TRF; Achenbach, 1991).).
Results: Forthcoming results are expected to suggest that the UCLA PEERS program is effective in improving adolescent knowledge of social skills, self-esteem, and friendship quality according to teen self-report, while therapist report will reveal improvements in overall social skills and social responsiveness and decreased problem behaviors.
Conclusions: Assessment of overall social skill gains will be highlighted. Recommendations for how these findings might inform treatment in residential settings will be discussed.
See more of: Treatments: A: Social Skills; School, Teachers
See more of: Prevalence, Risk factors & Intervention