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TRANSCRIPT
PEERS: A Social Skills Group for Teenagers with Developmental and
Autism Spectrum Disorders Karina G. Campos, Psy.D.
Psychologist Clinical Assistant Professor
The Child Study Center at NYU Langone Medical Center Department of Child and Adolescent Psychiatry
* Brief Overview of ASD and Social Skills Deficits * Consequences of Social Difficulties for Adolescents with ASD * Importance of Friendship * Description of PEERS * PEERS videos * Q & A * Resources & References
Presentation Outline
* Poor social communication/awareness * Lack of integrated eye contact * Difficulty picking up on social cues (verbal and nonverbal forms
of communication – e.g., changes in voice inflections and gesturing )
* Impaired social cognition * Difficulty understanding others’ perspectives * Difficulty empathizing with others’ feelings * Decreased social motivation * Less participation in extracurricular activities (e.g., sports, clubs,
teams)
Social Difficulties Among Adolescents with ASD
* Peer rejection * Feelings of loneliness, depression, anxiety and isolation * Social complications then can continue to negatively impact other important life areas and transitions: * College * Dating * Finding & Maintaining Employment
Consequences of Social Difficulties for Adolescents with ASD
* Friendship is a protective factor * Just having one or two friends * Can help buffer the impact of stressful life events * Predicts better adjustment in later life * Increases self-‐esteem/confidence & supports independence * Protects individuals from peer victimization
* Lack of friends is strongly associated with depression and anxiety
Importance of Developing Friendship
* Program for the Education and Enrichment of Relational Skills (PEERS) * Adolescents (ages 11-‐17) with “higher functioning” ASD with sound cognitive (IQ at least 70 and above) and verbal ability. * 14-‐week curriculum (90-‐min sessions) with concurrent structured parent involvement * Parents trained to become social coaches * 1-‐5 year long-‐term treatment gains
What is PEERS?
* Small group (7-‐10 participants) format * Didactic instruction (concrete rules & steps) using Socratic questioning method * Role-‐playing and modeling * Perspective-‐taking questions targeting social cognition * Behavioral rehearsal * Social coaching from therapist(s) & parent(s) (several opportunities to get performance feedback * Homework exercises (with parent assistance; promotes generalization)
Evidence-‐Based Methods for Teaching Social Skills
* Role Play example(s)
PEERS Videos
* School-‐Based * Young Adult * Preschool
Other PEERS Programs
* Questions? * Contact information:
Karina G. Campos, Psy.D., psychologist Phone: 646.754.4876 /email: [email protected] www.aboutourkids.org
* Register for Weekly Free Parent Educational Workshops: http://www.aboutourkids.org/families/csc_workshops_series * Connect with us on Facebook for articles, workshops, tips, and more: https://www.facebook.com/NYUChildStudyCenter
Thank you!
* Bauminger, N. & Kasari, C. (2000). Loneliness and friendship in high-‐functioning children with autism. Child Development, 71(2), 447-‐456.
* Frankel, F. & Myatt, R. (2003). Children’s friendship training. New York: Brunner-‐Routledge. * Grynszpan, O., Nadel, J., Constant, J., Le Barillier, F., Carbonell, N., Simonin, J., et al., (2011). A new virtual
environment paradigm for high-‐functioning autism intended to help attentional disengagement in a social context. Journal of Physical Therapy Education, 25(1), 42-‐47.
* Klin, A. & Volkmar, F. R. (2003). Asperger syndrome. New York, NY: Guilford Press. * Krasney, L. Williams, B. J., Provencal, S. & Ozonoff, S. (2003). Social skills interventions for the autism spectrum:
Essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics of North America, 12(1), 107-‐122.
* Laugeson, E. A., Ellingsen, R., Sanderson, J., Tucci, L., & Bates, S. (2014). The ABC’s of teaching social skills to adolescents with autism spectrum disorder in the classroom: The UCLA PEERS program. Journal of Autism and Developmental Disorders.
* Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R. & Mogil, C. (2012). Evidence-‐based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS Program. Journal of Autism and Developmental Disorders, 42(6), 1025-‐1036.
* Laugeson, E. A. & Frankel, F. (2010). Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. New York, NY: Routledge.
* Laugeson, E. A., Frankel, F., Mogil, C. & Dillion, A. R. (2009). Parent-‐assisted social skills training to improve friendships in adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(4), 596-‐606.
* Mandelberg, J., Laugeson, E. A., Cunningham, T. D., Ellingsen, R., Bates, S. & Frankel, F. (2014). Long-‐term treatment outcomes for parent-‐assisted social skills training for adolescents with autism spectrum disorders: The UCLA PEERS program. Journal of Mental Health Research in Intellectual Disabilities, 7, 45-‐73.
Resources & References
* Mitchell, K., Regehr, K., Reaume, J. & Feldman, M. (2010). Group social skills training for adolescents with asperger syndrome or high functioning autism. Journal of Developmental Disabilities, 16(2), 52-‐63.
* Orsmond, G. I., Krauss, M.W. & Seltzer, M. M. (2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disorders, 34, 245-‐256.
* Schohl, K. A., Van Hecke, A. V., Carson, A. M., Dolan, B., Karst, J. & Stevens, S. (2014). A replication and extension of the PEERS intervention: Examining the effects on social skills and social anxiety in adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(3), 532-‐545.
* Sicile-‐Kira, C. & Sicile-‐Kira, J. (2012). A full life of autism: From learning to forming relationships to achieving independence. New York, NY: St. Martin’s Press.
* Tse, J., Strulovitch, J., Tagalakis, V., Meng, L. & Fombonne, E. (2007). Social skills training for adolescents with asperger’s syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 37, 1960-‐1968.
* Weiss, M. J. & Harris, L. S. (2001). Teaching social skills to people with autism. Behavior Modification, 25(5), 785-‐802.
Resources & References -‐ continued