Department of Educational and Counselling Psychology, McGill University, Montreal, QC, Canada.
, 707 Duncan Avenue, Apt #412, Pittsburgh, PA, 15237, USA.
J Autism Dev Disord. 2020 Jun;50(6):1907-1920. doi: 10.1007/s10803-019-03943-z.
This study examined the efficacy of the school-based Program for the Education and Enrichment of Relational Skills on the social functioning of young adults with autism and cognitive deficits. The program was administered bi-weekly at a private school for students with special needs. Students' social etiquette knowledge, friendship engagement and teacher reported levels of their social functioning were assessed pre- and post-intervention. All participants experienced significantly improved knowledge of appropriate social etiquette. Further, students with cognitive deficits, but not those with autism, reported a significant increase in friendship engagement. Overall, the PEERS school curriculum benefited young adults with cognitive deficits, but the students with ASD experienced more challenges applying their new social skills outside of the program.
本研究考察了基于学校的关系技能教育和丰富计划对自闭症和认知缺陷的年轻成年人社交功能的疗效。该计划每两周在一所特殊需要学生的私立学校进行。在干预前后评估了学生的社交礼仪知识、友谊参与度以及教师报告的社交功能水平。所有参与者的适当社交礼仪知识都有显著提高。此外，有认知缺陷的学生，而不是自闭症学生，报告说友谊参与度显著增加。总的来说，PEERS 学校课程使认知缺陷的年轻人受益，但自闭症学生在该计划之外应用新社交技能时遇到了更多挑战。
