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