[article]
| Titre : |
Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder |
| Type de document : |
texte imprimé |
| Auteurs : |
Isita TRIPATHI, Auteur ; Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur |
| Article en page(s) : |
p.2610-2626 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Long-term outcomes Peers® Preschool Social skills |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS(®) for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1-5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-021-05147-w |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 |
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2610-2626
|  |
Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
