Social Skills Intervention for Adolescents: The PEERS Program Laura Corona April 12, 2018

Objectives Describe the structure and content of the PEERS intervention. Define positive outcomes associated with the PEERS program. Identify options for embedding the PEERS curriculum within a school setting.

Social skills & ASD A diagnosis of autism spectrum disorder requires: “Persistent deficits in social communication and social interaction across multiple contexts,” including Deficits in social-emotional reciprocity Deficits in nonverbal communicative behaviors Deficits in developing, maintaining, and understanding relationships Image reference: https://ebookbros.com/wp-content/uploads/2018/05/diagnostic-and-statistical-manual-of-mental-disorders-dsm-5-5th-edition-pdf-version.jpg

Friendship & ASD 57% of teens with ASD had “a lot” of difficulty making and keeping friends 34% of teens with ASD never got together with friends Image: https://drexel.edu/~/media/Images/now/v2/story-images/2019/March/NAIR2018-image.ashx?h=530&la=en&w=800&hash=5FD5B8108E9142D46ED5A1CCACA48B226412626F

Friendship & ASD Greater quantity and quality of friendships is associated with: Less self-reported loneliness Higher self-reported self-esteem Fewer symptoms of anxiety and depression Image reference: https://media.swncdn.com/cms/CW/58541-pexels-photo-994208%20(1).1200w.tn.jpeg Mazurek, 2014

Why social skills intervention?

Why social skills intervention?

Why social skills intervention?

The PEERS Program Is an evidence-based social skills intervention for middle and high school students with ASD Designed to be delivered in a group format To teens who are express social interest and motivation

The PEERS Program

The PEERS Program: Curriculum Content Trading Information Two-Way Conversations Electronic Communication Choosing Appropriate Friends Appropriate Use of Humor Starting & Joining Conversations Exiting Conversations Good Sportsmanship Get-Togethers Handling Arguments Changing Reputations Handling Teasing & Embarrassing Feedback Handling Physical Bullying Handling Cyber Bullying Minimizing Rumors & Gossip Final Review

The PEERS Program: Curriculum Delivery Homework review Didactic instruction Concrete steps Role play/modeling Behavioral practice Assign homework Image reference: http://loveforsuccessfulwomen.com/wp-content/uploads/2011/08/Practice.jpg

An example: Lesson 3 General rules for using electronic communication Use “cover stories” for contacting people you don’t know well Don’t get too personal Use the two message rule Avoid cold calling Image reference: https://images.unsplash.com/photo-1533022422823-39f3ad778be4?ixlib=rb-1.2.1&ixid=eyJhcHBfaWQiOjEyMDd9&w=1000&q=80

PEERS Outcomes Social skills knowledge Get-togethers with peers Social anxiety symptoms ASD symptoms Problem behaviors Schohl et al., 2014

PEERS Outcomes

Planning for school-based implementation Who will be included? How will you identify students to include? Who will facilitate or lead the social skills intervention? When will social skills intervention take place?

School-based implementation Daily Lesson Format 30-60 minute lessons, 4-5 days per week Weekly Lesson Format 90 minute lesson, once per week Alternate Formats 30-45 minute lessons, 2-3 days per week

Planning for school-based implementation Who will be included? How will you identify students to include? Who will facilitate or lead the social skills intervention? When will social skills intervention take place? What resources will we need (space, time, personnel)?

Planning for school-based implementation Who will be included? How will you identify students to include? Who will facilitate or lead the social skills intervention? When will social skills intervention take place? What resources will we need (space, time, personnel)? What will be taught?

https://www.semel.ucla.edu/peers/training

Other Resources

Other Resources Peer-mediated instruction and intervention Social narratives Social skills training Structured play groups Website: https://afirm.fpg.unc.edu/afirm-modules

Other Resources Story-based interventions Explicit instruction Communication Plain and Simple (webinar series) Website: https://triad.vkclearning.org

Planning for school-based implementation Who will be included? How will you identify students to include? Who will facilitate or lead the social skills intervention? When will social skills intervention take place? What resources will we need (space, time, personnel)? What will be taught? How will student progress be monitored?

From AFIRM Social Skills Training module

Image reference https://www.incimages.com/uploaded_files/image/970x450/getty_487063216_162506.jpg

Contact: Laura.L.Corona@vumc.org

References Frankel, F., & Laugeson, E. A. (2011). Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual. Routledge. Laugeson, E. A. (2013). The PEERS® curriculum for school based professionals: Social skills training for adolescents with autism spectrum disorder. Routledge. Mazurek, M. O. (2014). Loneliness, friendship, and well-being in adults with autism spectrum disorders. Autism, 18(3), 223-232. 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 effects on social skills and social anxiety in adolescents with autism spectrum disorders. Journal of autism and developmental disorders, 44(3), 532-545.

References Shattuck, Paul T., Rast, Jessica E., Roux, Anne M., Anderson, Kristy A., Benevides, Teal, Garfield, Tamara, McGhee Hassrick, Elizabeth, and Kuo, Alice. National Autism Indicators Report: High School Students on the Autism Spectrum. Philadelphia, PA: Life Course Outcomes Program, A.J. Drexel Autism Institute, Drexel University, 2018. Wong, C., Odom, S. L., Hume, K. A., Cox, C. W., Fettig, A., Kurcharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-014-2351-z