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Enhancing social outcomes in autistic youth: Assessing the impact of PEERS® booster sessions.

Enhancing social outcomes in autistic youth: Assessing the impact of PEERS® booster sessions.

Authors :
Fatta, Laura Maria
Bianchi, Dora
Laugeson, Elizabeth A.
Veytsman, Elina
Romano, Giovanna
Laghi, Fiorenzo
Scattoni, Maria Luisa
Source :
Research in Developmental Disabilities. Apr2024, Vol. 147, pN.PAG-N.PAG. 1p.
Publication Year :
2024

Abstract

The Program for the Education and Enrichment of Relational Skills (PEERS®) is a social skills training program for autistic adolescents and those facing social challenges. Its efficacy has been established worldwide, including in Italy. Although booster interventions are a potentially valuable strategy to maintain improvements over time, there is currently no research on the efficacy of providing booster sessions of PEERS® following the traditional treatment. This study aims to evaluate the efficacy of PEERS® Booster sessions in a sample who had previously participated in a traditional PEERS® Adolescent program. A longitudinal non-randomized study was conducted involving 21 autistic adolescents, divided into the treatment group undergoing PEERS® Booster sessions and the control group without it. The study evaluated the primary outcomes (social abilities) and secondary outcomes (co-occurrences, executive functions) at two-time points (pre- and post-treatment). No significant differences were found between groups on baseline measures and primary outcomes. However, there were significant group differences between pre- and post-treatment on primary outcomes (social awareness and social communication) and secondary outcomes (externalizing problems). The efficacy of the PEERS® Booster Sessions shows promise and clinical implications were also discussed. • The research on social skills training booster programs for autism is lacking. • No research on PEERS® booster efficacy post traditional treatment has been conducted. • A longitudinal study was conducted to investigate the impact of PEERS® booster sessions in autistic teens. • The treatment and control groups were compared on primary and secondary outcomes. • There were treatment effects on social awareness, communication, and externalizing problems. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
08914222
Volume :
147
Database :
Academic Search Index
Journal :
Research in Developmental Disabilities
Publication Type :
Academic Journal
Accession number :
176197116
Full Text :
https://doi.org/10.1016/j.ridd.2024.104698