Abstract

The present study examines the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS), a parent-assisted social skills group intervention created at UCLA with a group of youths 13-17 years old with Autism Spectrum Disorders (ASD) and social skills deficits. Over the course of 7 weeks both youths and parents met twice a week and participated in their respective groups following the PEERS program. Social skill improvements were measured using the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliot, 2008) and the Quality of Play Questionnaire (QPQ; Frankel & Mintz, 2011) at the beginning of the intervention, at the end of the intervention, and at a 7-week follow-up. Results indicated that after the program there were significant increases in assertion on Student Forms of the SSIS-RS. Additionally, there were significant increases in Mean Get-togethers, Mean Number of Friends Listed and a significant decrease in Conflict Levels on both Parent and Student Forms of the QPQ. Results from the 7-week follow-up indicated significant increases in social skills and significant decreases in problem behaviors on Student Forms of the SSIS-RS. Further, there were significant decreases in Observed Conflict Levels on both Parent and Student Forms of the QPQ. Parents also reported that participating in the program provided them with invaluable resources and tools, as well as, increasing their self-efficacy and providing them with emotional support from other parents who share similar experiences. Implications of the PEERS program as a social skills intervention for adolescents with ASD are discussed.