Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study

Autor/inn/en	Gantman, Alexander; Kapp, Steven K.; Orenski, Kaely; Laugeson, Elizabeth A.
Titel	Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study
Quelle	In: Journal of Autism and Developmental Disorders, 42 (2012) 6, S.1094-1103 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-011-1350-6
Schlagwörter	Intervention; Autism; Caregivers; Young Adults; Program Effectiveness; Empathy; Interpersonal Competence; Skill Development; Pervasive Developmental Disorders; Late Adolescents; Interpersonal Relationship; Friendship + Suchen Sie Ihr Suchwort? Autismus; Caregiver; Carer; Betreuungsperson; Pfleger; Young adult; Junger Erwachsener; Empathie; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Halbstarker; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Freundschaft
Abstract	Despite the psychosocial difficulties common among young adults with autism spectrum disorders (ASD), little to no evidence-based social skills interventions exist for this population. Using a randomized controlled trial (RCT) design, the current study tested the effectiveness of an evidence-based, caregiver-assisted social skills intervention known as "PEERS for Young Adults" with high-functioning young adults with ASD (ages 18-23) using self- and caregiver-report measures. Results revealed that treated young adults reported significantly less loneliness and improved social skills knowledge, while caregivers reported significant improvements in young adults' overall social skills, social responsiveness, empathy, and frequency of get-togethers. Results support the effectiveness of using this caregiver-assisted, manualized intervention for young adults with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10