Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills / Ya-Chih CHANG in Autism, 18-4 (May 2014)  

Public ISBD [article]  inAutism > 18-4 (May 2014) . - p.467-470 Titre : Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills Type de document : Texte imprimé et/ou numérique Auteurs : Ya-Chih CHANG, Auteur ; Elizabeth A. LAUGESON, Auteur ; Alexander GANTMAN, Auteur ; Ruth ELLINGSEN, Auteur ; Fred FRANKEL, Auteur ; Ashley R. DILLON, Auteur Article en page(s) : p.467-470 Langues : Anglais (eng) Mots-clés : adolescents  autism spectrum disorders  friendship  predictors  Program for the Education and Enrichment of Relational Skills  social skills Index. décimale : PER Périodiques Résumé : This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention. En ligne : http://dx.doi.org/10.1177/1362361313478995 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA Program for the Education and Enrichment of Relational Skills [Texte imprimé et/ou numérique] / Ya-Chih CHANG, Auteur ; Elizabeth A. LAUGESON, Auteur ; Alexander GANTMAN, Auteur ; Ruth ELLINGSEN, Auteur ; Fred FRANKEL, Auteur ; Ashley R. DILLON, Auteur . - p.467-470. Langues : Anglais (eng) in Autism > 18-4 (May 2014) . - p.467-470 Mots-clés : adolescents  autism spectrum disorders  friendship  predictors  Program for the Education and Enrichment of Relational Skills  social skills Index. décimale : PER Périodiques Résumé : This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention. En ligne : http://dx.doi.org/10.1177/1362361313478995 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

A Randomized Controlled Trial to Improve Social Skills in Young Adults with Autism Spectrum Disorder: The UCLA PEERS® Program / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3978-3989 Titre : A Randomized Controlled Trial to Improve Social Skills in Young Adults with Autism Spectrum Disorder: The UCLA PEERS® Program Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Alexander GANTMAN, Auteur ; Steven K. KAPP, Auteur ; Kaely ORENSKI, Auteur ; Ruth ELLINGSEN, Auteur Année de publication : 2015 Article en page(s) : p.3978-3989 Langues : Anglais (eng) Mots-clés : PEERS  Social skills  Autism spectrum disorder  Adults  Friendship  Dating Index. décimale : PER Périodiques Résumé : Research suggests that impaired social skills are often the most significant challenge for those with autism spectrum disorder (ASD), yet few evidence-based social skills interventions exist for adults on the spectrum. This replication trial tested the effectiveness of PEERS, a caregiver-assisted social skills program for high-functioning young adults with ASD. Using a randomized controlled design, 22 young adults 18–24 years of age were randomly assigned to a treatment (n = 12) or delayed treatment control (n = 10) group. Results revealed that the treatment group improved significantly in overall social skills, frequency of social engagement, and social skills knowledge, and significantly reduced ASD symptoms related to social responsiveness following PEERS. Most treatment gains were maintained at a 16-week follow-up assessment with new improvements observed. En ligne : http://dx.doi.org/10.1007/s10803-015-2504-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 [article] A Randomized Controlled Trial to Improve Social Skills in Young Adults with Autism Spectrum Disorder: The UCLA PEERS® Program [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Alexander GANTMAN, Auteur ; Steven K. KAPP, Auteur ; Kaely ORENSKI, Auteur ; Ruth ELLINGSEN, Auteur . - 2015 . - p.3978-3989. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3978-3989 Mots-clés : PEERS  Social skills  Autism spectrum disorder  Adults  Friendship  Dating Index. décimale : PER Périodiques Résumé : Research suggests that impaired social skills are often the most significant challenge for those with autism spectrum disorder (ASD), yet few evidence-based social skills interventions exist for adults on the spectrum. This replication trial tested the effectiveness of PEERS, a caregiver-assisted social skills program for high-functioning young adults with ASD. Using a randomized controlled design, 22 young adults 18–24 years of age were randomly assigned to a treatment (n = 12) or delayed treatment control (n = 10) group. Results revealed that the treatment group improved significantly in overall social skills, frequency of social engagement, and social skills knowledge, and significantly reduced ASD symptoms related to social responsiveness following PEERS. Most treatment gains were maintained at a 16-week follow-up assessment with new improvements observed. En ligne : http://dx.doi.org/10.1007/s10803-015-2504-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273

The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program / Elizabeth A. LAUGESON in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2244-2256 Titre : The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. LAUGESON, Auteur ; Ruth ELLINGSEN, Auteur ; Jennifer SANDERSON, Auteur ; Lara TUCCI, Auteur ; Shannon BATES, Auteur Article en page(s) : p.2244-2256 Langues : Anglais (eng) Mots-clés : Social skills  Autism spectrum disorder  PEERS  Friendship  Adolescents  School Index. décimale : PER Périodiques Résumé : Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS ® ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS ® treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS ® treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all. En ligne : http://dx.doi.org/10.1007/s10803-014-2108-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program [Texte imprimé et/ou numérique] / Elizabeth A. LAUGESON, Auteur ; Ruth ELLINGSEN, Auteur ; Jennifer SANDERSON, Auteur ; Lara TUCCI, Auteur ; Shannon BATES, Auteur . - p.2244-2256. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2244-2256 Mots-clés : Social skills  Autism spectrum disorder  PEERS  Friendship  Adolescents  School Index. décimale : PER Périodiques Résumé : Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS ® ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS ® treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS ® treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all. En ligne : http://dx.doi.org/10.1007/s10803-014-2108-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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