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:    karina.campos@nyumc.org    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