Enhancing social outcomes in autistic youth: Assessing the impact of PEERS® booster sessions

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2024-02-23 DOI:10.1016/j.ridd.2024.104698

Laura Maria Fatta , Dora Bianchi , Elizabeth A. Laugeson , Elina Veytsman , Giovanna Romano , Fiorenzo Laghi , Maria Luisa Scattoni

{"title":"Enhancing social outcomes in autistic youth: Assessing the impact of PEERS® booster sessions","authors":"Laura Maria Fatta , Dora Bianchi , Elizabeth A. Laugeson , Elina Veytsman , Giovanna Romano , Fiorenzo Laghi , Maria Luisa Scattoni","doi":"10.1016/j.ridd.2024.104698","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>The Program for the Education and Enrichment of Relational Skills (PEERS®) is a social skills training program for autistic adolescents and those facing social challenges. Its efficacy has been established worldwide, including in Italy. Although booster interventions are a potentially valuable strategy to maintain improvements over time, there is currently no research on the efficacy of providing booster sessions of PEERS® following the traditional treatment.</p></div><div><h3>Aims</h3><p>This study aims to evaluate the efficacy of PEERS® Booster sessions in a sample who had previously participated in a traditional PEERS® Adolescent program.</p></div><div><h3>Methods and procedures</h3><p>A longitudinal non-randomized study was conducted involving 21 autistic adolescents, divided into the treatment group undergoing PEERS® Booster sessions and the control group without it.</p></div><div><h3>Outcomes and results</h3><p>The study evaluated the primary outcomes (social abilities) and secondary outcomes (co-occurrences, executive functions) at two-time points (pre- and post-treatment). No significant differences were found between groups on baseline measures and primary outcomes. However, there were significant group differences between pre- and post-treatment on primary outcomes (social awareness and social communication) and secondary outcomes (externalizing problems).</p></div><div><h3>Conclusions and implications</h3><p>The efficacy of the PEERS® Booster Sessions shows promise and clinical implications were also discussed.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.9000,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224000301/pdfft?md5=7735325a8a10fbc712230bd6366388a4&pid=1-s2.0-S0891422224000301-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0891422224000301","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Background

The Program for the Education and Enrichment of Relational Skills (PEERS®) is a social skills training program for autistic adolescents and those facing social challenges. Its efficacy has been established worldwide, including in Italy. Although booster interventions are a potentially valuable strategy to maintain improvements over time, there is currently no research on the efficacy of providing booster sessions of PEERS® following the traditional treatment.

Aims

This study aims to evaluate the efficacy of PEERS® Booster sessions in a sample who had previously participated in a traditional PEERS® Adolescent program.

Methods and procedures

A longitudinal non-randomized study was conducted involving 21 autistic adolescents, divided into the treatment group undergoing PEERS® Booster sessions and the control group without it.

Outcomes and results

The study evaluated the primary outcomes (social abilities) and secondary outcomes (co-occurrences, executive functions) at two-time points (pre- and post-treatment). No significant differences were found between groups on baseline measures and primary outcomes. However, there were significant group differences between pre- and post-treatment on primary outcomes (social awareness and social communication) and secondary outcomes (externalizing problems).

Conclusions and implications

The efficacy of the PEERS® Booster Sessions shows promise and clinical implications were also discussed.

查看原文本刊更多论文

提高自闭症青少年的社交成果：评估 PEERS® 强化课程的影响

背景关系技能教育与强化项目（PEERS®）是一项针对自闭症青少年和面临社交挑战的青少年的社交技能培训项目。其疗效已在包括意大利在内的世界各地得到证实。本研究旨在评估 PEERS® 助推课程对曾参加过传统 PEERS® 青少年项目的样本的疗效。该研究对主要结果（社交能力）和次要结果（并发症、执行功能）在两个时间点（治疗前和治疗后）进行了评估。在基线测量和主要结果方面，各组之间没有发现明显差异。然而，在主要结果（社交意识和社交沟通）和次要结果（外化问题）上，治疗前和治疗后存在明显的组间差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.

文献相关原料

公司名称	产品信息	采购帮参考价格