PEERS® for Preschoolers Preliminary Outcomes and Predictors of Treatment Response

Autor/inn/en	Antezana, Ligia; Albright, Jordan; Scarpa, Angela; Richey, John A.; Laugeson, Elizabeth A.; Factor, Reina S.
Titel	PEERS® for Preschoolers Preliminary Outcomes and Predictors of Treatment Response
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 12, S.4671-4684 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Antezana, Ligia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-022-05724-7
Schlagwörter	Preschool Children; Interpersonal Competence; Child Caregivers; Autism Spectrum Disorders; Communication Skills; Improvement; Behavior Problems; Behavior Change; Program Effectiveness + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Caregiver; Caregivers; Carer; Kinderbetreuung; Autism; Autismus; Kommunikationsstil; Qualitätssteigerung
Abstract	PEERS® for Preschoolers (P4P) is a social skills group program for young autistic children and their caregivers, which provides everyday tools for interacting and communicating with others. Twenty-two caregiver-child dyads participated and completed pre-treatment, post-treatment, and follow-up measures (4-16 weeks after). Using single-subject analyses to examine social skills, 60% demonstrated post-treatment improvement, and 53.85% demonstrated follow-up improvement. Regarding a secondary outcome of behavioral difficulties, 33.33% demonstrated post-treatment reduction, and 7.69% demonstrated follow-up reduction. Using regressions, autistic traits predicted outcomes; fewer social communication difficulties predicted both greater social skills and fewer behavioral difficulties at post-treatment, while fewer repetitive behaviors predicted fewer post-treatment and follow-up behavioral difficulties. These results preliminarily demonstrate the benefits of P4P and how autistic traits may impact P4P outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01