Examining the Treatment Efficacy of PEERS in Japan: Improving Social Skills among Adolescents with Autism Spectrum Disorder

Autor/inn/en	Yamada, Tomoko; Miura, Yui; Oi, Manabu; Akatsuka, Nozomi; Tanaka, Kazumi; Tsukidate, Naotake; Yamamoto, Tomoka; Okuno, Hiroko; Nakanishi, Mariko; Taniike, Masako; Mohri, Ikuko; Laugeson, Elizabeth A.
Titel	Examining the Treatment Efficacy of PEERS in Japan: Improving Social Skills among Adolescents with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 3, S.976-997 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04325-1
Schlagwörter	Foreign Countries; Adolescents; Autism; Pervasive Developmental Disorders; Interpersonal Competence; Program Effectiveness; Improvement Programs; Japan + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Interpersonale Kompetenz; Effizienzsteigerung
Abstract	This study examines the efficacy of the Japanese version of the Program for the Education and Enrichment of Relational Skills (PEERS), which focuses on improving social functioning through making friends and maintaining good relationships for adolescents with autism spectrum disorder (ASD) without intellectual disabilities. Originally developed in the United States, PEERS is one of the few evidence-based social skills training programs for youth with ASD. The present study shows that with linguistic and cultural modifications, PEERS is effective in improving social functioning for adolescents with ASD in Japan. Positive results were found specifically in the areas of socialization, communication, knowledge of social skills, autistic mannerisms, and behavioral and emotional problems. In addition, most treatment gains were maintained at a 3-month follow-up assessment. These findings suggest that the Japanese version of PEERS is beneficial across multiple socio-emotional and behavioral domains for adolescents with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01