Long-Term Treatment Outcomes of PEERS® for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder

Autor/inn/en	Tripathi, Isita; Estabillo, Jasper A.; Moody, Christine T.; Laugeson, Elizabeth A.
Titel	Long-Term Treatment Outcomes of PEERS® for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 6, S.2610-2626 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tripathi, Isita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05147-w
Schlagwörter	Autism; Pervasive Developmental Disorders; Interpersonal Competence; Social Development; Skill Development; Preschool Children; Parents as Teachers; Program Effectiveness; Maintenance; Interpersonal Communication; Motivation; Peer Relationship; Behavior Problems; Stress Management; Child Rearing + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kommunikation; psychologische; Motivation (psychologisch); Peer-Beziehungen; Stressmanagement; Stressbewältigung; Kindererziehung
Abstract	Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS® for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1-5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01