Effectiveness, durability, and clinical correlates of the PEERS social skills intervention in young adults with autism spectrum disorder: the first evidence outside North America. Issue 3 (12th February 2023)

• Record Type: Journal Article
• Authors: Chien, Yi-Ling; Tsai, Wen-Che; Chen, Wen-Hao; Yang, Chi-Liang; Gau, Susan Shur-Fen; Soong, Wei-Tsuen; Laugeson, Elizabeth; Chiu, Yen-Nan
• Is Part Of: Psychological medicine. Volume 53:Issue 3(2023)
• Page Start: 966
• Page End: 976
• Publication Date: 2023-02-12
• Subjects: Autism spectrum disorder -- PEERS -- social skills training; Psychiatry -- Periodicals; Medicine and psychology -- Periodicals; Clinical psychology -- Periodicals; 616.89
• DOI: 10.1017/S0033291721002385
• Languages: English
• ISSNs: 0033-2917

Abstract

Abstract: Background: Despite the fact that social deficits among individuals with autism spectrum disorder (ASD) are lifelong and impact many aspects of personal functioning, evidence-based programs for social skills training were not available until recently. The Program for the Education and Enrichment of Relational Skills (PEERS ® ) has been shown to effectively improve social skills for adolescents on the spectrum across different social cultures. However, the effectiveness for young adults beyond North America has yet to be examined. This study aimed to investigate the effectiveness of the PEERS intervention in Taiwanese young adults with ASD, and examine its durability and clinical correlates. Methods: We recruited 82 cognitively-able young adults with ASD, randomized to the PEERS treatment or treatment-as-usual. Results: Following treatment, significant improvement was found in aspects of social deficits, autism severity, social interaction anxiety, empathy, and social skills knowledge either by self-report or coach-report. Additionally, communicative behaviors rated by observers improved throughout the sessions, showing a trend toward more appropriate eye contact, gestures, facial expression during conversation, and appropriate maintenance of conversation and reciprocity. Most effects maintained at 3-month and 6-month follow-ups. The improvement of social deficits was positively correlated with baseline severity, while gains in social skills knowledge were positively correlated with IQ. The improvement of social deficits, autism severity, and empathy were positively correlated with each other. Conclusion: Overall, the PEERS intervention appears to effectively improve social functioning in Taiwanese young adults with ASD. Improvement of social response and knowledge may be predicted by baseline severity and intelligence respectively.