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Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD). J Autism Dev Disord 2016 06;46(6):2251-2259

Date

02/18/2016

Pubmed ID

26886470

Pubmed Central ID

PMC5291172

DOI

10.1007/s10803-016-2738-0

Scopus ID

2-s2.0-84958751221   19 Citations

Abstract

This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596-606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277-1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS.

Author List

Dolan BK, Van Hecke AV, Carson AM, Karst JS, Stevens S, Schohl KA, Potts S, Kahne J, Linneman N, Remmel R, Hummel E

Authors

Jeffrey S. Karst PhD Assistant Professor in the Pediatrics department at Medical College of Wisconsin
Amy Van Hecke PhD Assistant Professor in the Psychology department at Marquette University




MESH terms used to index this publication - Major topics in bold

Adolescent
Autism Spectrum Disorder
Concept Formation
Female
Friends
Humans
Interpersonal Relations
Male
Peer Group
Social Skills
Verbal Behavior