The ACCEPT-study: design of an RCT with an active treatment control condition to study the effectiveness of the Dutch version of PEERS® for adolescents with autism spectrum disorder

Pelt, Bjorn Jaime van; Idris, Sakinah; Jagersma, Gabrine; Duvekot, Jorieke; Maras, Athanasios; Ende, Jan van der; Haren, Neeltje E.M. van; Greaves‐Lord, Kirstin

doi:10.1186/s12888-020-02650-9

Cited by 7 publications

(8 citation statements)

References 45 publications

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“…One other possibility is that the CASS items do not capture the specific skills that would be expected to change following PEERS. Thus, adding additional items to the CASS paradigm may be necessary to better reflect treatment-related improvements in conversational skills (Van Pelt et al, 2020). Overall, these findings highlight the complexity of assessing treatment outcomes following social skills intervention, and the need for further development and evaluation of observational measures of treatment outcome.…”

Section: Observed Treatment Outcomesmentioning

confidence: 94%

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

Veytsman

Baker

Martin

et al. 2022

J Autism Dev Disord

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The Program for the Education and Enrichment of Relational Skills (PEERS) social skills intervention has demonstrated effectiveness for adolescents with autism spectrum disorder (ASD). However, studies have been limited by a lack of objective outcome measures and an underrepresentation of Latinx families. This pilot study extends the PEERS literature by utilizing an observational measure of conversational skills (Contextual Assessment of Social Skills; CASS) with a diverse sample of 13 adolescents with ASD (with parent groups conducted in English and Spanish simultaneously) and a control group of 11 neurotypical adolescents. Consistent with previous research, adolescents with ASD and their parents perceived improvements in social functioning following intervention, which were maintained four months later and corroborated by improvements in conversational skills.

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Section: Observed Treatment Outcomesmentioning

confidence: 94%

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

Veytsman

Baker

Martin

et al. 2022

J Autism Dev Disord

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“…Ratings by teachers were collected online at all time-points. The study design is described in more detail in van Pelt et al [ 22 ].…”

Section: Methodsmentioning

confidence: 99%

“…In this paper, we focus on the primary outcome domain of social skills. As a primary index to assess social skills, we selected the CASS, based on its objectiveness and face validity [ 22 ]. In addition, we describe results on two secondary measurement tools, i.e., parent, self, and teacher reports on other indices of ‘social skills’ (i.e., the SRS-2 and SSIS).…”

Section: Methodsmentioning

confidence: 99%

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A randomized controlled trial to examine the effectiveness of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®)

et al. 2022

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Background This study examines the effectiveness of the culturally adapted Dutch version of The Program for the Education and Enrichment of Relational Skills (PEERS®), utilizing a randomized control trial (RCT) with an active treatment control condition. Methods 106 adolescents with ASD, aged 12–18 years, were randomly assigned to one of two group interventions: the experimental condition (PEERS®; n = 54) or the active treatment control condition (Regulation, Organization and Autonomy Didactics; ROAD; n = 52). Effects of interventions on social skills were primarily assessed using an observational measure (CASS – Contextual Assessment Social Skills). Secondary indices of social skills were self, parent and teacher reported questionnaire data (i.e., Social Responsiveness Scale; SRS, and Social Skills Improvement System; SSIS). Treatment satisfaction was also obtained from adolescents and their parents. Results Results on the observational measure of social skills revealed improvements in positive affect, overall quality of rapport, as well as starting and ending a conversation, irrespective of condition. Compared to ROAD, PEERS® participants showed increased overall self-reported social skills (SSIS). Parent reports showed decreased overall social skill impairment (SRS) as well as improved social communication (SSIS subscale), with significantly more progress in the PEERS® group. Furthermore, parents of adolescents in the PEERS® group were significantly more satisfied with the intervention (M = 8.20, SD = 1.46) than parents of adolescents in the ROAD group (M = 7.52, SD = 1.45). The self-reported treatment satisfaction of adolescents did not differ between conditions. Teacher data showed decreased social skill impairment as measured with the SRS, irrespective of condition. Conclusions This study reveals promising indications that the Dutch version of PEERS® enhances social skills in adolescents with ASD. Yet, further research is needed into how effectiveness can be optimized. Trial registration Dutch trail register NTR6255 (NL6117) 08/02/2017 https://www.trialregister.nl/trial/6117

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“…PEERS © has been validated and replicated in other cultural backgrounds as Israel or Asian countries (50)(51)(52)(53). In Europe, a Dutch team is currently conducting a RCT to compare their results with those of an active control group (54). At this stage, our experience remains very modest but our goal is to adapt it in a francophone RCT.…”

Section: Involvement Of Parents As Coaches and Generalization Agentsmentioning

confidence: 99%

Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups

2021

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Improving social cognition and social skills is a challenge faced by individuals with Autism Spectrum Disorder without Intellectual Disability at any age. This process is particularly critical during late adolescence (15–18 years), a developmental phase generally characterized by rich social experiences that usually foster the development of friendships. Nevertheless, for youth with ASD, lingering difficulties in social cognition often hinder their ability to generate responses considered socially appropriated. These social deficits can contribute to isolation that has a detrimental effect on mental health. In adulthood, deficits of social skills are strongly associated with an overall lack of support, characterized by a failure to integrate into the labor market, a high unemployment rate, social isolation, and a higher suicide rate. In clinical settings, social skills groups are well-established therapeutic means to improve social cognition and social skills. Nevertheless, these interventions vary greatly regarding their objectives, contents and duration. Moreover, few have been validated and replicated by research. Our aim is to bring certain perspectives to a type of intervention that are widely used in care settings. After reviewing its positive aspects for increasing social cognition, and its limitations, we will discuss strategies to facilitate the generalization of social skills in an ecological context. In particular, we will base our reflection on our clinical experience and on our current project to adapt the PEERS model for adolescents into French. We will consider the current trend of involving parents as “social coaches” to generalize the social knowledge acquired in the social skills groups.

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The ACCEPT-study: design of an RCT with an active treatment control condition to study the effectiveness of the Dutch version of PEERS® for adolescents with autism spectrum disorder

Cited by 7 publications

References 45 publications

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

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

A randomized controlled trial to examine the effectiveness of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®)

Considerations and Perspectives on Interventions to Improve Social Cognition in Adolescents With ASD Without ID: Involving Parents in Social Skills Groups

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