Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD

Veytsman, Elina; Baker, Elizabeth; Martin, Ann Marie; Choy, Tricia; Blacher, Jan; Stavropoulos, Katherine K.M.

doi:10.1007/s10803-022-05463-9

Cited by 3 publications

(2 citation statements)

References 45 publications

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“…This is one of the first investigations to examine the effects of intervention, educational self‐concept, and neural correlates of reward in a historically marginalized population of Latinx autistic teens and a neurotypical comparison group. Findings support previous work showing social improvements after completion of the PEERS program (e.g., Laugeson, Gantman, Kapp, Orenski, & Ellingsen, 2015; Veytsman et al, 2022) and showcase the need for the inclusion of diverse samples in future intervention research studies.…”

Section: Discussionsupporting

confidence: 86%

“…Previous publications reporting data from this sample have reported perceived and observed improvements in social behaviors in autistic teens after the completion of PEERS (Laugeson, 2013) (Baker, Veytsman, Choy, Blacher, & Stavropoulos, 2021;Veytsman et al, 2022). Specifically, teens displayed improved social responsiveness and social skills, which was corroborated by observed improvements in their conversational skills.…”

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confidence: 76%

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Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance

Baker

Choy

Veytsman

et al. 2023

Mind Brain and Education

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Thirteen autistic teens, who were predominantly Latinx, completed the Program for the Education and Enrichment of Relational Skills (PEERS), a 16‐week social skills intervention. Time‐frequency decomposition was calculated using advanced electroencephalographic techniques to measure oscillatory brain activity during reward anticipation and processing before and after PEERS. Fourteen neurotypical teens participated but did not receive intervention. The perception of educational performance was also measured. The perception of educational performance did not differ between groups and did not change after participation in PEERS. Approach motivation increased after intervention in the autistic group. This suggests an enhancement of social motivation after learning social skills in a group composed of a majority of Latinx autistic teens.

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Section: Discussionsupporting

confidence: 86%

supporting

confidence: 76%

Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance

Baker

Choy

Veytsman

et al. 2023

Mind Brain and Education

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A preliminary randomized controlled study of the PEERS® program for Taiwanese autistic adolescents: The effectiveness on reducing school bullying and enhancing social function

Hsiao,

Chien,

Tai

et al. 2024

Autism Research

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Individuals with autism spectrum disorder (ASD) often experience lifelong social communication challenges and are more vulnerable to school bullying. Addressing their social difficulties and school bullying requires evidence‐based interventions. PEERS® (Program for the Education and Enrichment of Relational Skills) was adapted and translated for Taiwanese adolescents. This randomized controlled study aimed to examine the effectiveness of the Taiwanese version of PEERS® in reducing school bullying and enhancing social function among autistic adolescents. Twenty‐one autistic adolescents (mean age 14.29 ± 1.67 years; female n = 733.33%) were randomized to a treatment group (TG, n = 10) or a delayed treatment control group (DTG, n = 11). The outcome measures (school bullying, social challenges, social skills knowledge, and social skills performance) were assessed at baseline, post‐treatment, and follow‐up. The group and time interaction analyses revealed greater magnitudes of reduction in general school bullying (p < 0.001), victimization (p < 0.001), perpetration (p = 0.012), social challenges (p = 0.001), and peer conflicts (p < 0.001), and improvement in social knowledge (p < 0.001) in the TG group than the DTG group. The findings suggest that the PEERS® program tailored for Taiwanese adolescents is effective in reducing school bullying, decreasing social challenges, and enhancing social skills among autistic adolescents, with very large effect sizes (Cohen's d ranging from 1.19 to 2.88). Consequently, participation in the PEERS® program is recommended for adolescents with social difficulties to improve their social communication and interactions to offset school bullying and other social challenges related to adverse outcomes.

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Long-Term Follow-Up of the Program for the Education and Enrichment of Relational Skills (PEERS) with Adolescent Adoptees

Helder,

Bailey,

Warners

et al. 2024

Adoption Quarterly

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Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD

Cited by 3 publications

References 45 publications

Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance

Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance

A preliminary randomized controlled study of the PEERS® program for Taiwanese autistic adolescents: The effectiveness on reducing school bullying and enhancing social function

Long-Term Follow-Up of the Program for the Education and Enrichment of Relational Skills (PEERS) with Adolescent Adoptees

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