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Observed Effects of the Peers Social...

Veytsman, Elina.

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Observed Effects of the Peers Social Skills Intervention for a Diverse Sample of Adolescents with ASD.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Observed Effects of the Peers Social Skills Intervention for a Diverse Sample of Adolescents with ASD./
Author:	Veytsman, Elina.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	70 p.
Notes:	Source: Masters Abstracts International, Volume: 81-11.
Contained By:	Masters Abstracts International81-11.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27741819
ISBN:	9798645426675

Observed Effects of the Peers Social Skills Intervention for a Diverse Sample of Adolescents with ASD.
Veytsman, Elina.

Observed Effects of the Peers Social Skills Intervention for a Diverse Sample of Adolescents with ASD. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 70 p.

Source: Masters Abstracts International, Volume: 81-11.

Thesis (M.A.)--University of California, Riverside, 2020.

This item must not be sold to any third party vendors.

Adolescents with autism spectrum disorder (ASD) have difficulty initiating and maintaining conversations with peers, affecting their ability to develop friendships (Reichow & Volkmar, 2010). Social skills interventions targeting conversational skills (e.g., the PEERS intervention) have demonstrated effectiveness (Laugeson et al., 2009, 2012), but few studies have utilized objective behavioral outcome measures. The Contextual Assessment of Social Skills (CASS; Ratto et al., 2011) is the most commonly used observational measure of conversational skills following the PEERS social skills program, but its specificity to the skills targeted has been under-examined. This study evaluates the utility of an adapted version of the CASS in measuring changes in conversational skills following a social skills intervention with a diverse sample of adolescents with ASD. Seven adolescents with ASD and their parents attended concurrent weekly 90-minute PEERS sessions over 16 weeks. Preliminary analyses revealed consistent improvements in several conversational domains. Observed improvements were associated with parent-reported gains in social responsiveness and increased adolescent social skills knowledge.

ISBN: 9798645426675Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Adolescents

Observed Effects of the Peers Social Skills Intervention for a Diverse Sample of Adolescents with ASD.
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520 $a Adolescents with autism spectrum disorder (ASD) have difficulty initiating and maintaining conversations with peers, affecting their ability to develop friendships (Reichow & Volkmar, 2010). Social skills interventions targeting conversational skills (e.g., the PEERS intervention) have demonstrated effectiveness (Laugeson et al., 2009, 2012), but few studies have utilized objective behavioral outcome measures. The Contextual Assessment of Social Skills (CASS; Ratto et al., 2011) is the most commonly used observational measure of conversational skills following the PEERS social skills program, but its specificity to the skills targeted has been under-examined. This study evaluates the utility of an adapted version of the CASS in measuring changes in conversational skills following a social skills intervention with a diverse sample of adolescents with ASD. Seven adolescents with ASD and their parents attended concurrent weekly 90-minute PEERS sessions over 16 weeks. Preliminary analyses revealed consistent improvements in several conversational domains. Observed improvements were associated with parent-reported gains in social responsiveness and increased adolescent social skills knowledge.
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