Literaturnachweis - Detailanzeige
| Autor/inn/en | Factor, Reina S.; Rea, Hannah M.; Laugeson, Elizabeth A.; Scarpa, Angela |
|---|---|
| Titel | Examining Feasibility and Outcomes of the PEERS® for Preschoolers Program |
| Quelle | In: Journal of Autism and Developmental Disorders, 53 (2023) 5, S.1821-1833 (13 Seiten)
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| Zusatzinformation | ORCID (Factor, Reina S.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-022-05502-5 |
| Schlagwörter | Feasibility Studies; Program Effectiveness; Preschool Children; Program Evaluation; Autism Spectrum Disorders; Social Development; Evidence Based Practice; Interpersonal Competence; Intervention |
| Abstract | Social impairments characteristic of autism spectrum disorder (ASD) are evident in early childhood and often worsen. There is a paucity of evidence-based interventions explicitly targeting social skill development for young children with ASD and few actively integrate caregivers. The PEERS® program, an evidence-based caregiver-assisted social skills program, was extended for young children with ASD (i.e., PEERS® for Preschoolers (P4P)). This pilot study expands upon initial results by examining the feasibility of a briefer intervention period and the effectiveness in improving child social skills among 15 children with ASD. Results suggest P4P recruitment, participant retention, and implementation are feasible across clinicians and sites. Further, P4P appears to improve social skills, maintained post-intervention. Future research might examine mechanisms that lead to results. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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