Schohl Kirsten A, Van Hecke Amy V, Carson Audrey Meyer, Dolan Bridget, Karst Jeffrey, Stevens Sheryl
Department of Psychology, Marquette University, PO Box 1881, Milwaukee, WI, 53201-1881, USA,
J Autism Dev Disord. 2014 Mar;44(3):532-45. doi: 10.1007/s10803-013-1900-1.
This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596-606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11-16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD.
本研究旨在评估关系技能教育与强化项目（PEERS：劳格森等人，《自闭症与发育障碍杂志》，2009年第39卷第4期，第596 - 606页）。PEERS专注于提高高功能自闭症青少年的友谊质量和社交技能。58名年龄在11至16岁的参与者被随机分配到即时治疗组或等待名单对照组。结果显示，与等待名单组相比，实验治疗组在接受PEERS干预前后，其对PEERS概念的了解和友谊技能显著提高，聚会次数增加，社交焦虑水平、自闭症核心症状和问题行为减少。本研究首次对经实证支持的针对自闭症青少年的PEERS社交技能干预进行了独立复制和扩展。
