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A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder

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Abstract

Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, PEERS® for Young Adults, shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N = 56), employing a gold standard ASD assessment tool, and examining changes in social anxiety utilizing a randomized controlled trial design. Results indicated improvements in social responsiveness (SSIS-RS SS, p = .006 and CPB, p = .005; SRS, p = .004), PEERS® knowledge (TYASSK, p = .001), empathy (EQ, p = .044), direct interactions (QSQ-YA, p = .059), and social anxiety (LSAS-SR, p = .019). Findings demonstrate further empirical support for the intervention for individuals with ASD.

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Acknowledgments

The authors would like to acknowledge grant support from the Autism Society of Southeastern Wisconsin (ASSEW) and Marquette University. The authors would like to thank the families for their participation in our research, as well as acknowledge the Marquette Autism Project undergraduate research team for their diligent work on this project. This paper was presented at the International Meeting for Autism Research (IMFAR) May 2016 conference under the title: A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention. This paper was originally prepared as the master’s thesis for the lead author: Alana J. McVey, under the same title. The lead author would like to acknowledge Nicholas Heck, Ph.D. and Michael Wierzbicki, Ph.D. for their supervision of this work as thesis committee members. Finally, the authors wish to extend their gratitude to Dr. Elizabeth Laugeson, Psy.D., UCLA for her assistance in offering the PEERS® interventions in Wisconsin.

Author Contributions

AM conceived of the study, participated in its design and coordination, facilitated delivery of the intervention, conducted the statistical analyses and interpretation of the data, and drafted the manuscript; BD, KW, SP, and JK participated in the delivery of the intervention and data acquisition; CLC, CC, and EV participated in the delivery of the intervention; NG participated in the conception and design of the study; AVVH assisted in the conception, design, and coordination of the study, assisted with the statistical analysis and interpretation of the data, and revised the manuscript. All authors read and approved the final manuscript.

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Author notes

  1. Kirsten S. Willar

    Present address: Children’s Hospital of Colorado, 13123 E 16th Ave., Aurora, CO, 80045, USA

  2. Sheryl Pleiss

    Present address: University of Minnesota, 420 Delaware St. SE, Minneapolis, MN, 55455, USA

  3. Jeffrey S. Karst

    Present address: Children’s Hospital of Wisconsin, 8701 Watertown Plank Road, Milwaukee, WI, 53226, USA

Authors and Affiliations

  1. Marquette University, PO Box 1881, Milwaukee, WI, 53233, USA

    Alana J. McVey, Bridget K. Dolan, Kirsten S. Willar, Sheryl Pleiss, Jeffrey S. Karst, Christina Caiozzo, Elisabeth M. Vogt, Nakia S. Gordon & Amy Vaughan Van Hecke

  2. University of Wisconsin – Milwaukee, 2441 E. Hartford Ave., Milwaukee, WI, 53211, USA

    Christina L. Casnar

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Correspondence to Alana J. McVey.

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McVey, A.J., Dolan, B.K., Willar, K.S. et al. A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder. J Autism Dev Disord 46, 3739–3754 (2016). https://doi.org/10.1007/s10803-016-2911-5

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