Authors: Elizabeth A Laugeson Fred Frankel Alexander Gantman Ashley R Dillon Catherine Mogil
Publish Date: 2011/08/20
Volume: 42, Issue: 6, Pages: 1025-1036
Abstract
The present study examines the efficacy and durability of the PEERS Program a parentassisted social skills group intervention for highfunctioning 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 pretest to followup assessment Examination of durability of improvement revealed maintenance of gains in nearly all domains with additional treatment gains at a 14week followup assessmentThe authors would like to thank Clare Gorospe Jilly Chang Jennifer Sanderson Ruth Ellingsen Shannon Bates Martha Wang Jin Lee Bobbie Celaya Anett Abrahamian Amanda Lenvin Cordelia Ross and Jennifer McNamara for their valuable assistance on this study The authors also gratefully acknowledge the hard work and dedication of the families who participated in this study This research was supported by NIMH Grant U54MH068172 Marian Sigman Principal Investigator The writing of this paper was partially supported by NIMH Grant 1U54MH068172 Fred Frankel Project Principal Investigator The contents of this publication are solely the responsibility of the authors and do not necessarily represent the official views of the NIH
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