Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD)

Bridget K. Dolan, Amy V. Van Hecke, Audrey M. Carson, Jeffrey S. Karst, Sheryl Stevens, Kirsten A. Schohl, Stephanie Potts, Jenna Kahne, Nina Linneman, Rheanna Remmel, Emily Hummel

Research output: Contribution to journalArticlepeer-review

18 Scopus citations

Abstract

This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS.

Original languageEnglish (US)
Pages (from-to)2251-2259
Number of pages9
JournalJournal of Autism and Developmental Disorders
Volume46
Issue number6
DOIs
StatePublished - Jun 1 2016

Keywords

  • ASD
  • Adolescence
  • Autism
  • Friendships
  • In vivo
  • Intervention
  • Observational
  • PEERS
  • Social skills

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