Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2201-2207 Titre : Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents Type de document : texte imprimé Auteurs : Nicole L. MATTHEWS, Auteur ; Jessica LAFLIN, Auteur ; Beatriz C. ORR, Auteur ; Katrina WARRINER, Auteur ; Mary DECARLO, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.2201-2207 Langues : Anglais (eng) Mots-clés : Adolescents  Autism spectrum disorder  Duration  PEERS social skills intervention Index. décimale : PER Périodiques Résumé : Evidence supporting the effectiveness of the PEERS® social skills intervention for adolescents with autism spectrum disorder is relatively strong. Less is known about whether the duration of the program impacts participant outcomes. The current study compared outcomes of participants randomly assigned to participate in an accelerated version of PEERS that met twice weekly for 7 weeks (n = 11) or the traditional PEERS program that met once weekly for 14 weeks (n = 10). The accelerated PEERS group demonstrated improvements consistent with previous research on the program, and treatment response did not differ significantly between the accelerated PEERS and traditional PEERS groups. Together, findings provide preliminary evidence that PEERS is effective when administered as a 7-week program. En ligne : http://dx.doi.org/10.1007/s10803-019-03939-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents [texte imprimé] / Nicole L. MATTHEWS, Auteur ; Jessica LAFLIN, Auteur ; Beatriz C. ORR, Auteur ; Katrina WARRINER, Auteur ; Mary DECARLO, Auteur ; Christopher J. SMITH, Auteur . - p.2201-2207. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2201-2207 Mots-clés : Adolescents  Autism spectrum disorder  Duration  PEERS social skills intervention Index. décimale : PER Périodiques Résumé : Evidence supporting the effectiveness of the PEERS® social skills intervention for adolescents with autism spectrum disorder is relatively strong. Less is known about whether the duration of the program impacts participant outcomes. The current study compared outcomes of participants randomly assigned to participate in an accelerated version of PEERS that met twice weekly for 7 weeks (n = 11) or the traditional PEERS program that met once weekly for 14 weeks (n = 10). The accelerated PEERS group demonstrated improvements consistent with previous research on the program, and treatment response did not differ significantly between the accelerated PEERS and traditional PEERS groups. Together, findings provide preliminary evidence that PEERS is effective when administered as a 7-week program. En ligne : http://dx.doi.org/10.1007/s10803-019-03939-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425

Correction to: Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2476-2477 Titre : Correction to: Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial Type de document : texte imprimé Auteurs : Nicole L. MATTHEWS, Auteur ; Beatriz C. ORR, Auteur ; Katrina WARRINER, Auteur ; Mary DECARLO, Auteur ; Mia SORENSEN, Auteur ; Jessica LAFLIN, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.2476-2477 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The original version of this article unfortunately contained a mistake. En ligne : http://dx.doi.org/10.1007/s10803-018-3531-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Correction to: Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial [texte imprimé] / Nicole L. MATTHEWS, Auteur ; Beatriz C. ORR, Auteur ; Katrina WARRINER, Auteur ; Mary DECARLO, Auteur ; Mia SORENSEN, Auteur ; Jessica LAFLIN, Auteur ; Christopher J. SMITH, Auteur . - p.2476-2477. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2476-2477 Index. décimale : PER Périodiques Résumé : The original version of this article unfortunately contained a mistake. En ligne : http://dx.doi.org/10.1007/s10803-018-3531-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial / Nicole L. MATTHEWS in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2458-2475 Titre : Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial Type de document : texte imprimé Auteurs : Nicole L. MATTHEWS, Auteur ; Beatriz C. ORR, Auteur ; Katrina WARRINER, Auteur ; Mary DECARLO, Auteur ; Mia SORENSEN, Auteur ; Jessica LAFLIN, Auteur ; Christopher 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 [article] Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial [texte imprimé] / Nicole L. MATTHEWS, Auteur ; Beatriz C. ORR, Auteur ; Katrina WARRINER, Auteur ; Mary DECARLO, Auteur ; Mia SORENSEN, Auteur ; Jessica LAFLIN, Auteur ; Christopher 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

Parent and child outcomes of JumpStartâ„¢, an education and training program for parents of children with autism spectrum disorder / Nicole L. MATTHEWS in Research in Autism Spectrum Disorders, 56 (December 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 56 (December 2018) . - p.21-35 Titre : Parent and child outcomes of JumpStartâ„¢, an education and training program for parents of children with autism spectrum disorder Type de document : texte imprimé Auteurs : Nicole L. MATTHEWS, Auteur ; Beatriz C. ORR, Auteur ; Brittani HARRIS, Auteur ; Rachel MCINTOSH, Auteur ; Daniel OPENDEN, Auteur ; Christopher J. SMITH, Auteur Article en page(s) : p.21-35 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early intervention  Parent training  Parent education  Pivotal Response Treatment  Behavioral Skills Training Index. décimale : PER Périodiques Résumé : Background This pilot study examined the effectiveness of JumpStartâ„¢, a 4-week education program including a Behavioral Skills Training model for parents of children with autism spectrum disorder (ASD). JumpStart aims to teach parents to begin implementing evidence-based behavioral intervention while learning to navigate service systems in order to establish a comprehensive intervention program. Method Change in parent self-efficacy, knowledge, stress, depressive symptoms, ability to implement intervention, and child responsivity were compared in treatment (n = 18) and waitlist control (n = 18) groups. Additionally, exploratory analyses examined 3-month follow-up data in a subset of participants (n = 12). Results Findings indicated significantly larger increases in parent outcome expectations, parent competence, parent knowledge, fidelity of implementation, and child responsivity in the treatment group compared to the waitlist control group. Three-month follow-up data indicated maintenance of parent outcome expectations, knowledge, and child responsivity. Conclusions Findings provide preliminary evidence of the effectiveness of JumpStart. Given the growing number of children with ASD and finite resources, short-term programs like JumpStart may be an effective method by which parents are able to begin intervening with their child’s development while they arrange for comprehensive services. En ligne : https://doi.org/10.1016/j.rasd.2018.08.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Parent and child outcomes of JumpStartâ„¢, an education and training program for parents of children with autism spectrum disorder [texte imprimé] / Nicole L. MATTHEWS, Auteur ; Beatriz C. ORR, Auteur ; Brittani HARRIS, Auteur ; Rachel MCINTOSH, Auteur ; Daniel OPENDEN, Auteur ; Christopher J. SMITH, Auteur . - p.21-35. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 56 (December 2018) . - p.21-35 Mots-clés : Autism spectrum disorder  Early intervention  Parent training  Parent education  Pivotal Response Treatment  Behavioral Skills Training Index. décimale : PER Périodiques Résumé : Background This pilot study examined the effectiveness of JumpStartâ„¢, a 4-week education program including a Behavioral Skills Training model for parents of children with autism spectrum disorder (ASD). JumpStart aims to teach parents to begin implementing evidence-based behavioral intervention while learning to navigate service systems in order to establish a comprehensive intervention program. Method Change in parent self-efficacy, knowledge, stress, depressive symptoms, ability to implement intervention, and child responsivity were compared in treatment (n = 18) and waitlist control (n = 18) groups. Additionally, exploratory analyses examined 3-month follow-up data in a subset of participants (n = 12). Results Findings indicated significantly larger increases in parent outcome expectations, parent competence, parent knowledge, fidelity of implementation, and child responsivity in the treatment group compared to the waitlist control group. Three-month follow-up data indicated maintenance of parent outcome expectations, knowledge, and child responsivity. Conclusions Findings provide preliminary evidence of the effectiveness of JumpStart. Given the growing number of children with ASD and finite resources, short-term programs like JumpStart may be an effective method by which parents are able to begin intervening with their child’s development while they arrange for comprehensive services. En ligne : https://doi.org/10.1016/j.rasd.2018.08.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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