[article]
| Titre : |
Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
N. L. MATTHEWS, Auteur ; B. C. ORR, Auteur ; K. WARRINER, Auteur ; M. DECARLO, Auteur ; M. SORENSEN, Auteur ; J. LAFLIN, Auteur ; C. J. SMITH, Auteur |
| Article en page(s) : |
p.2458-2475 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Adolescents Autism spectrum disorder PEERS curriculum Peer-mediated Social skills intervention |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study compared immediate and 4-month outcomes among adolescents with autism spectrum disorder randomly assigned to the PEERS curriculum (n = 10), a peer mediated PEERS curriculum (n = 12), or a delayed treatment control group (n = 12). Findings suggest a modest advantage in social skills knowledge and social functioning for participants in the peer-mediated PEERS curriculum relative to Traditional PEERS, and gains in social skills knowledge, social functioning, and reductions in loneliness were maintained in one or both treatment groups at a 4-month follow-up. Typically developing peer mentors (n = 16) showed improvements in social skills knowledge and marginal improvements in autism knowledge and loneliness. Future research with a larger sample and objective outcome measures is needed. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-018-3504-2 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 |
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2458-2475
[article] Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial [Texte imprimé et/ou numérique] / N. L. MATTHEWS, Auteur ; B. C. ORR, Auteur ; K. WARRINER, Auteur ; M. DECARLO, Auteur ; M. SORENSEN, Auteur ; J. LAFLIN, Auteur ; C. J. SMITH, Auteur . - p.2458-2475. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2458-2475
| Mots-clés : |
Adolescents Autism spectrum disorder PEERS curriculum Peer-mediated Social skills intervention |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study compared immediate and 4-month outcomes among adolescents with autism spectrum disorder randomly assigned to the PEERS curriculum (n = 10), a peer mediated PEERS curriculum (n = 12), or a delayed treatment control group (n = 12). Findings suggest a modest advantage in social skills knowledge and social functioning for participants in the peer-mediated PEERS curriculum relative to Traditional PEERS, and gains in social skills knowledge, social functioning, and reductions in loneliness were maintained in one or both treatment groups at a 4-month follow-up. Typically developing peer mentors (n = 16) showed improvements in social skills knowledge and marginal improvements in autism knowledge and loneliness. Future research with a larger sample and objective outcome measures is needed. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-018-3504-2 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 |
|
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