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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 Jun;46(6):2251-2259



Pubmed ID


Pubmed Central ID




Scopus ID

2-s2.0-84958751221 (requires institutional sign-in at Scopus site)   32 Citations


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


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

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

Autism Spectrum Disorder
Concept Formation
Interpersonal Relations
Peer Group
Social Skills
Verbal Behavior