Parent-Assisted Social Skills Training for Children with Autism Spectrum Disorder: PEERS for Preschoolers

Autor/inn/en	Park, Mi N.; Moulton, Emily E.; Laugeson, Elizabeth A.
Titel	Parent-Assisted Social Skills Training for Children with Autism Spectrum Disorder: PEERS for Preschoolers
Quelle	In: Focus on Autism and Other Developmental Disabilities, 38 (2023) 2, S.80-89 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moulton, Emily E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576221110158
Schlagwörter	Autism Spectrum Disorders; Diagnostic Tests; Observation; Intelligence Tests; Adjustment (to Environment); Behavior Rating Scales; Preschool Children; Young Children; Parents as Teachers; Interpersonal Competence; Social Development; Interpersonal Communication; Peer Relationship; Behavior Problems; Program Effectiveness; Intervention; Child Rearing; Play; Autism Diagnostic Observation Schedule; Kaufman Brief Intelligence Test; Vineland Adaptive Behavior Scales; Social Responsiveness Scale; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Autism; Autismus; Diagnostic test; Diagnostischer Test; Beobachtung; Intelligence test; Intelligenztest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Interpersonale Kompetenz; Soziale Entwicklung; Interpersonale Kommunikation; Peer-Beziehungen; Kindererziehung; Spiel
Abstract	The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01