Measurement of social skills treatment outcome in autism: Moving beyond informant report and considering diversity

Moody, Christine T.; Schiltz, Hillary; Ratto, Allison B.; Gulsrud, Amanda C.; Laugeson, Elizabeth A.

doi:10.1016/bs.irrdd.2022.05.007

Cited by 3 publications

(1 citation statement)

References 230 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Social Responsiveness Scale, Second Edition-School Age. The Social Responsiveness Scale, Second Edition-School Age (SRS-2; Constantino & Gruber, 2012) is one of the most routinely utilized measures in autism research for rating the presence and severity of autism-related social impairments among individuals 2.5 years of age and older (Moody et al, 2022Wolstencroft et al, 2018. The measure produces T-scores with a mean of 50 and standard deviation of 10.…”

Section: Methodsmentioning

confidence: 99%

Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers

Tripathi

Moody

Laugeson

2023

Autism

View full text Add to dashboard Cite

Parent involvement in social skills training programs for autistic children has been associated with improvement in child and family functioning. However, limited research has explored parents’ treatment experiences, which may elucidate key therapeutic elements mediating long-term maintenance of outcomes. This study examines parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, a group-based social skills intervention for young autistic children with social challenges. Twenty-four parents reported on outcomes and participated in semi-structured interviews 1–5 years after program completion. Inductive thematic analysis was used to categorize parent responses across four domains: Parenting behaviors, Child Outcomes, Parent Perspectives, and Challenges within Treatment. Results demonstrated an overall positive impact of PEERS® for Preschoolers, with children displaying increased social competence in peer interactions and parents emphasizing greater positivity, new parenting strategies, increased understanding, and more robust community support. Mixed methods analyses revealed that parents who endorsed continued use of social coaching skills, in particular priming and preparing their child for social interactions, showed greater improvements in long-term child functioning and parenting stress. Findings validate the efficacy of PEERS® for Preschoolers, while emphasizing the value of providing strengths-based coaching and social supports to parents participating in social skills treatment for children on the autism spectrum. Lay abstract Autistic children have social communication differences that can contribute to difficulties making and keeping friends, as well as poor mental health (e.g. anxiety, depression). Social skills training programs for preschoolers on the spectrum have been shown to increase social functioning and improve outcomes. Parent involvement in these programs is essential, as parents are able to use the intervention strategies outside of sessions. Teaching parents skills to help their children is also thought to reduce parenting stress through empowerment, knowledge, and social support. However, we still do not know much about how parents experience social skills treatments and whether there are specific parts that are especially helpful to them. This study examined parent perspectives on the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills (PEERS®) for Preschoolers, an evidence-based, group social skills intervention for autistic young children who are struggling socially. Twenty-four parents reported on their child’s progress through questionnaires and participated in semi-structured interviews that asked about their experiences and perspectives 1–5 years after completing (PEERS®) for Preschoolers. Parents reported that their children displayed increased social skills and confidence after (PEERS®) for Preschoolers, while parents described feeling more positive, supported, and having greater understanding of their child and their development. Those parents who continued to use strategies taught in (PEERS®) for Preschoolers, particularly priming and preparing their child for social activities, showed greater improvements in long-term child outcomes and parenting stress. Overall, findings show that parents had a positive experience during and after PEERS® for Preschoolers, finding the program helpful in multiple ways to both their child and to themselves as a parent.

show abstract

Section: Methodsmentioning

confidence: 99%

Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers

Tripathi

Moody

Laugeson

2023

Autism

View full text Add to dashboard Cite

show abstract

A Systematic Review of Implicit Versus Explicit Social Skills Group Programs in Different Settings for School-Aged Autistic Children and Adolescents

Afsharnejad,

Whitehorne Smith,

Bölte

et al. 2024

J Autism Dev Disord

View full text Add to dashboard Cite

Outcomes in PEERS® for Adolescents Across Neurodevelopmental Disorders: ADHD, Autism, and Their Co-occurrence

Geannopoulos,

Moody,

McGregor

et al. 2024

Adv Neurodev Disord

View full text Add to dashboard Cite

Objectives Autistic individuals and those diagnosed with ADHD are at greater risk for social difficulties, with evidence suggesting that the co-occurrence of these neurodevelopmental disorders may further exacerbate social challenges. Though social skill interventions have strong empirical support in autistic populations, fewer evidence-based social skill interventions for adolescents with ADHD exist. Further, the impact of co-occurring autism and ADHD diagnoses on social skill treatment response is unknown. This study aimed to investigate the comparative efficacy of the evidence-based PEERS® for Adolescents social skills intervention in adolescents with ADHD, autistic adolescents, and adolescents with co-occurring ADHD and autism. Methods Adolescents (N = 144; ADHD, n = 43; Autism, n = 60; ADHD + Autism, n = 41) and their parents participated in PEERS® for Adolescents and completed questionnaires on social functioning at pre- and post-intervention. PEERS® for Adolescents is a 16-week, parent-assisted social skills intervention that teaches ecologically valid skills related to making and keeping friends as well as handling conflict and rejection in peer relationships. Results At baseline, a MANCOVA revealed significant differences in social behavior by diagnostic group (ADHD, Autism, ADHD + Autism), F(10,218) = 3.60, p < .001. However, in a repeated measures MANCOVA, no significant differences in treatment response following PEERS® for Adolescents across diagnostic groups emerged, F(10,214) = 1.34, p = .209. As a whole, participants significantly improved across all assessed outcomes. Conclusion Results suggest that adolescents with ADHD, with or without a co-occurring autism diagnosis, benefit from the novel extension of PEERS® for Adolescents, showing improved social skill proficiency and decreased problem behaviors.

show abstract

Measurement of social skills treatment outcome in autism: Moving beyond informant report and considering diversity

Cited by 3 publications

References 230 publications

Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers

Parent perspectives on treatment: A mixed methods analysis of PEERS® for Preschoolers

A Systematic Review of Implicit Versus Explicit Social Skills Group Programs in Different Settings for School-Aged Autistic Children and Adolescents

Outcomes in PEERS® for Adolescents Across Neurodevelopmental Disorders: ADHD, Autism, and Their Co-occurrence

Contact Info

Product

Resources

About