Peer-mediated intervention (PMI) is most commonly defined as a treatment approach that engages typically developing peers to teach children with autism spectrum disorders (ASD) social skills and increase their social interactions, mainly in a school setting. In this letter, we address the limitations of such understanding of PMI and review the arguments for broadening its scope. In particular, we argue that there is a critical need for research on PMI that focuses on friendship, social participation, and well-being of adolescents and adults with ASD, as well as engages peers in the community settings. In conclusion, we provide a description of a befriending scheme for individuals with ASD to inspire future research and guidelines on PMI.
The study examined the efficacy of the Polish adaptation of the PEERS® curriculum for adolescents on the autism spectrum. Twenty-nine adolescents (aged 11–16) were randomized into a Treatment and a Waitlist Control Group. Due to COVID-19-related restrictions, the Treatment Group received part of the intervention online (in hybrid mode). Results showed large effects of PEERS® increasing the teens’ social skills, knowledge about social skills, and the number of get-togethers with peers. Most of the effects were maintained over a six-month follow-up period. There was no impact of the delivery mode on the treatment effects. The study demonstrates the feasibility and efficacy of the Polish adaptation of PEERS® and encourages future research on the online/hybrid delivery of Social Skills Training.
PEERS® for Young Adults is an evidence-based program aimed at teaching social skills needed to establish and maintain close relationships, including friendship and romantic relationships. The study investigated the effects of the Polish adaptation of the curriculum on the social functioning of adults on the autism spectrum. Fifteen young adults (aged 18–32, M = 23.5) were randomly allocated to an immediate or delayed (control) treatment condition. By self and parent report, individuals who participated in the PEERS® program showed significant improvements in social skills, social cognition, and social knowledge, but limited gains in social engagement. The effects were maintained over six months after the treatment. The intervention was well-accepted and deemed feasible by young adults, their parents, and peers involved in the program.
GoalThe aim of this paper is to describe the procedures for introducing social innovations in psychology in Poland on the example of three implemented solutions for people on the autism spectrum: the “Mary and Max” Peer Volunteering Program, Autilius Therapeutic Game, and PEERS® Social Skills Training. These solutions have been developed under the cooperation of three sectors (NGO, public and private) and based on various financing mechanisms. They will serve as examples for identifying the opportunities and barriers to the development of social innovations in Poland. The article proposes a solution that may contribute to the growth of social innovations.
ThesesSocial innovations can be defined as all products, services, processes and regulations that are novel in a given context and have an advantage over the existing solutions to social problems. Innovation is a complex process that consists of the following stages: 1) problem identification, 2) generation of ideas and potential solutions, 3) prototyping and testing (including effectiveness assessments), 4) implementation and sustaining, 5) scaling and dissemination, 6) systemic change. The process of creating and implementing social innovations requires a multidisciplinary team of experts, cross-sector cooperation and a long-term financial plan. These elements are discussed in the context of the three described solutions.
ConclusionsPoland lacks well-established procedures for creating and implementing social innovations. Such solutions should include support for team creation, development of financing mechanisms, favourable conditions for cross-sector cooperation and sources of know-how. Academic Incubators of Social Innovation (AIIS) could facilitate the development of social innovations by providing a collaborative platform for stakeholders other than the private sector and the scientific community.
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