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

IF 1.3 Q3 EDUCATION, SPECIAL

Advances in Neurodevelopmental Disorders Pub Date : 2024-01-10 DOI:10.1007/s41252-023-00380-z

Zoe F. Geannopoulos, Christine T. Moody, Hadley A. McGregor, Daliah Baertschi, Shannon Bates, Elizabeth A. Laugeson

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引用次数: 0

Abstract

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.

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针对不同神经发育障碍青少年的 PEERS® 结果：多动症、自闭症及其并发症

目的自闭症患者和多动症患者面临社交障碍的风险更大，有证据表明，同时患有这些神经发育障碍可能会进一步加剧社交挑战。虽然社交技能干预在自闭症人群中得到了强有力的经验支持，但针对多动症青少年的循证社交技能干预却较少。此外，自闭症和多动症并发诊断对社交技能治疗反应的影响尚不清楚。本研究旨在调查以证据为基础的 PEERS® for Adolescents 社交技能干预对多动症青少年、自闭症青少年以及同时患有多动症和自闭症的青少年的疗效比较。方法青少年（144 人；多动症，43 人；自闭症，60 人；多动症 + 自闭症，41 人）及其父母参加 PEERS® for Adolescents，并在干预前后填写社交功能问卷。PEERS® for Adolescents 是一项为期 16 周、由家长协助的社交技能干预活动，旨在教授与结交和保持朋友以及处理同伴关系中的冲突和排斥有关的生态学有效技能。结果在基线期，MANCOVA 显示不同诊断组（ADHD、自闭症、ADHD + 自闭症）的社交行为存在显著差异，F(10,218) = 3.60, p < .001。然而，在重复测量 MANCOVA 中，不同诊断组对青少年 PEERS® 治疗反应的差异并不明显，F（10,214）= 1.34，p = .209。结论研究结果表明，患有多动症的青少年，无论是否同时患有自闭症，都能从 PEERS® for Adolescents 的新扩展中获益，表现出社交技能熟练程度的提高和问题行为的减少。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Advances in Neurodevelopmental Disorders Social Sciences-Social Sciences (miscellaneous)

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Advances in Neurodevelopmental Disorders publishes high-quality research in the broad area of neurodevelopmental disorders across the lifespan. Study participants may include individuals with:Intellectual and developmental disabilitiesGlobal developmental delayCommunication disordersLanguage disordersSpeech sound disordersChildhood-onset fluency disorders (e.g., stuttering)Social (e.g., pragmatic) communication disordersUnspecified communication disordersAutism spectrum disorder (ASD)Attention-deficit/hyperactivity disorder (ADHD), specified and unspecifiedSpecific learning disordersMotor disordersDevelopmental coordination disordersStereotypic movement disorderTic disorders, specified and unspecifiedOther neurodevelopmental disorders, specified and unspecifiedPapers may also include studies of participants with neurodegenerative disorders that lead to a decline in intellectual functioning, including Alzheimer’s disease, amyotrophic lateral sclerosis, Creutzfeldt-Jakob disease, vascular dementia, Lewy body dementia, frontotemporal dementia, corticobasal degeneration, Huntington’s disease, and progressive supranuclear palsy. The journal includes empirical, theoretical and review papers on a large variety of issues, populations, and domains, including but not limited to: diagnosis; incidence and prevalence; and educational, pharmacological, behavioral and cognitive behavioral, mindfulness, and psychosocial interventions across the life span. Animal models of basic research that inform the understanding and treatment of neurodevelopmental disorders are also welcomed. The journal is multidisciplinary and multi-theoretical, and encourages research from multiple specialties in the social sciences using quantitative and mixed-method research methodologies.