Document Type

Article

Language

eng

Publication Date

6-2016

Publisher

Springer

Source Publication

Journal of Autism and Developmental Disorders

Source ISSN

1573-3432

Original Item ID

DOI: 10.1007/s10803-016-2738-0

Abstract

This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS.

Comments

Accepted version. Journal of Autism and Developmental Disorders, Vol. 46, No. 6 (June 2016): 2251-2259. DOI. © 2016 Springer. Used with permission.

The final publication is available at Springer via http://dx.doi.org/10.1007/s10803-016-2738-0.

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