Abstract

The present study examines a follow-up to the Program for the Education and Enrichment of Relational Skills (PEERS®), with teens with Autism Spectrum Disorder (ASD) and a Computer Assisted Technology (CAT) component. Over the course of the intervention, teens and parents met weekly and participated in a follow-up version of the PEERS® program. Social skills improvements were measured at pre and post intervention using the Social Skills Improvement System-Rating Scales (SSIS-RS; Gresham & Elliot, 2008), the Quality of Play Questionnaire (QPQ; Frankel & Mintz, 2011) and the Test of Adolescent Social Skills Knowledge-Revised (TASSK-R; Laugeson & Frankel, 2010). Results indicated that based on mean scores teens increased their social skills and the majority decreased their problem behaviours. Further, the majority of teens increased their social skills knowledge and increased their attended and hosted get-togethers. Findings also suggest students were motivated and paid more attention to the intervention due to the use of visuals and videos throughout the intervention. Computer homework showed high completion rates across the program and positive parental feedback was observed in its ability to evoke discussions and consolidate learning. Implications of the PEERS® program in collaboration with a technological component for teaching social skills to teens with ASD are discussed.