Southwest Autism Research and Resource Center, 300 N 18th Street, Phoenix, AZ, 85006, USA.
J Autism Dev Disord. 2018 Jul;48(7):2458-2475. doi: 10.1007/s10803-018-3504-2.
This study compared immediate and 4-month outcomes among adolescents with autism spectrum disorder randomly assigned to the PEERS curriculum (n = 10), a peer mediated PEERS curriculum (n = 12), or a delayed treatment control group (n = 12). Findings suggest a modest advantage in social skills knowledge and social functioning for participants in the peer-mediated PEERS curriculum relative to Traditional PEERS, and gains in social skills knowledge, social functioning, and reductions in loneliness were maintained in one or both treatment groups at a 4-month follow-up. Typically developing peer mentors (n = 16) showed improvements in social skills knowledge and marginal improvements in autism knowledge and loneliness. Future research with a larger sample and objective outcome measures is needed.
本研究比较了随机分配到 PEERS 课程（n=10）、同伴介导的 PEERS 课程（n=12）或延迟治疗对照组（n=12）的自闭症谱系障碍青少年的即时和 4 个月的结果。研究结果表明，与传统的 PEERS 相比，同伴介导的 PEERS 课程的参与者在社交技能知识和社交功能方面有一定的优势，并且在 4 个月的随访中，一个或两个治疗组的社交技能知识、社交功能和孤独感都有所提高。有典型发展的同伴导师（n=16）在社交技能知识方面有所提高，在自闭症知识和孤独感方面略有提高。未来需要进行更大样本和客观结果测量的研究。
