PEERS® Curriculum for Children with Autism Spectrum Disorder: A Scoping Review.

IF 1.5 4区医学 Q2 PEDIATRICS

Physical & Occupational Therapy in Pediatrics Pub Date : 2024-01-01 Epub Date: 2024-05-23 DOI:10.1080/01942638.2024.2356808

Sydney Rants, Kaci Bradish, Hannah Conlin, Nikki Crandall, Natalia Kirby, Richelle M Williams

{"title":"PEERS® Curriculum for Children with Autism Spectrum Disorder: A Scoping Review.","authors":"Sydney Rants, Kaci Bradish, Hannah Conlin, Nikki Crandall, Natalia Kirby, Richelle M Williams","doi":"10.1080/01942638.2024.2356808","DOIUrl":null,"url":null,"abstract":"Aims: The Program for the Education and Enrichment of Relational Skills (PEERS®), designed to enhance social skills and relationships for individuals with autism spectrum disorder (ASD) and their caregivers, has primarily been implemented with older children and adolescents ages 11-19, leaving a gap in research on its effectiveness in young children. This scoping review assesses evidence of the effectiveness of the PEERS® program for children with ASD.Methods: A literature search was conducted, resulting in 97 articles. Following the implementation of inclusion and exclusion criteria, four articles of Level III and IV evidence based on CEBM guidelines were included in this review.Results: All studies demonstrated positive findings regarding social skills development with one study revealing statistically significant results in increasing social skills and decreasing problem behaviors after participation in the PEERS® program.Conclusions: This scoping review found improvements in the PEERS® programs for social skills in young children (ages 4-7) with ASD. However, further research is warranted, emphasizing larger sample sizes, consideration of external factors, and implementation of randomization and blinding in future studies.","PeriodicalId":49138,"journal":{"name":"Physical & Occupational Therapy in Pediatrics","volume":" ","pages":"865-873"},"PeriodicalIF":1.5000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Physical & Occupational Therapy in Pediatrics","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/01942638.2024.2356808","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/5/23 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PEDIATRICS","Score":null,"Total":0}

引用次数: 0

Abstract

Aims: The Program for the Education and Enrichment of Relational Skills (PEERS®), designed to enhance social skills and relationships for individuals with autism spectrum disorder (ASD) and their caregivers, has primarily been implemented with older children and adolescents ages 11-19, leaving a gap in research on its effectiveness in young children. This scoping review assesses evidence of the effectiveness of the PEERS® program for children with ASD.

Methods: A literature search was conducted, resulting in 97 articles. Following the implementation of inclusion and exclusion criteria, four articles of Level III and IV evidence based on CEBM guidelines were included in this review.

Results: All studies demonstrated positive findings regarding social skills development with one study revealing statistically significant results in increasing social skills and decreasing problem behaviors after participation in the PEERS® program.

Conclusions: This scoping review found improvements in the PEERS® programs for social skills in young children (ages 4-7) with ASD. However, further research is warranted, emphasizing larger sample sizes, consideration of external factors, and implementation of randomization and blinding in future studies.

查看原文本刊更多论文

针对自闭症谱系障碍儿童的 PEERS® 课程：范围审查。

目的：旨在提高自闭症谱系障碍（ASD）患者及其照护者的社交技能和人际关系的 "关系技能教育与强化计划"（PEERS®）主要针对 11-19 岁的大龄儿童和青少年实施，因此有关该计划对幼儿有效性的研究尚属空白。本范围综述评估了 PEERS® 项目对自闭症谱系障碍儿童的有效性证据：方法：进行文献检索，共检索到 97 篇文章。根据纳入和排除标准，本综述纳入了 4 篇基于 CEBM 指南的 III 级和 IV 级证据文章：所有研究都显示了社交技能发展方面的积极结果，其中一项研究显示，在参与 PEERS® 项目后，社交技能的提高和问题行为的减少在统计学上有显著效果：本次范围界定审查发现，PEERS® 项目在提高患有 ASD 的幼儿（4-7 岁）的社交技能方面有所改进。然而，还需要进一步的研究，强调更大的样本量、考虑外部因素以及在未来的研究中实施随机化和盲法。

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

Physical & Occupational Therapy in Pediatrics PEDIATRICS-REHABILITATION

CiteScore

3.70

自引率

4.80%

发文量

审稿时长

>12 weeks

期刊介绍： 5 issues per year Abstracted and/or indexed in: AMED; British Library Inside; Child Development Abstracts; CINAHL; Contents Pages in Education; EBSCO; Education Research Abstracts (ERA); Education Resources Information Center (ERIC); EMCARE; Excerpta Medica/EMBASE; Family and Society Studies Worldwide; Family Index Database; Google Scholar; HaPI Database; HINARI; Index Copernicus; Intute; JournalSeek; MANTIS; MEDLINE; NewJour; OCLC; OTDBASE; OT SEARCH; Otseeker; PEDro; ProQuest; PsycINFO; PSYCLINE; PubsHub; PubMed; REHABDATA; SCOPUS; SIRC; Social Work Abstracts; Speical Educational Needs Abstracts; SwetsWise; Zetoc (British Library); Science Citation Index Expanded (also known as SciSearch®); Journal Citation Reports/Science Edition; Social Sciences Citation Index®; Journal Citation Reports/ Social Sciences Edition; Current Contents®/Social and Behavioral Sciences; Current Contents®/Clinical Medicine