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

2. 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.

3. 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:

4. 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
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5. 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:
Mazurek, 2014

6. Why social skills intervention?

7. Why social skills intervention?

8. Why social skills intervention?

9. 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

10. The PEERS Program

11. 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

12. The PEERS Program: Curriculum Delivery
Homework review
Didactic instruction
Concrete steps
Role play/modeling
Behavioral practice
Assign homework
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13. 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
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14. PEERS Outcomes Social skills knowledge Get-togethers with peers
Social anxiety symptoms
ASD symptoms
Problem behaviors
Schohl et al., 2014

15. PEERS Outcomes

16. 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?

17. 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

18. 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)?

19. 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?

21. Other Resources

22. Other Resources Peer-mediated instruction and intervention
Social narratives
Social skills training
Structured play groups
Website:

23. Other Resources Story-based interventions Explicit instruction
Communication Plain and Simple (webinar series)
Website:

24. 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?

25. From AFIRM Social Skills Training module

26. Image reference

27. Contact:

28. 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),
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),

29. 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: /s z