Skip to main content
SpringerLink
Log in

The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS ®). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS ® treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS ® treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Referencess

  • American Psychiatric Association (Ed.). (2000). Diagnostic and statistical manual of mental disorders: DSM-IV-TR ®. Arlington, VA: American Psychiatric Publishing.

  • Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71, 447–456.

    Article  PubMed  Google Scholar 

  • Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162.

    Article  Google Scholar 

  • Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodological), 57, 289–300.

    Google Scholar 

  • Boardman, A. G., Arguelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special education teachers’ views of research-based practices. Journal of Special Education, 39, 168–180.

    Article  Google Scholar 

  • Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre- and early adolescence: The development and psychometric properties of the Friendship Qualities Scale. Journal of Social and Personal Relationships, 11(3), 471–484.

    Article  Google Scholar 

  • Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3, 876–889.

    Article  Google Scholar 

  • Chang, Y. C., Laugeson, E. A., Gantman, A., Dillon, A. R., Ellingsen, R., & Frankel, F. (2013). Predicting treatment success in social skills training for adolescents with autism spectrum disorders: The UCLA program for the education and enrichment of relational skills. Autism: The International Journal of Research and Practice. doi:10.1177/1362361313478995.

  • Constantino, J. N. (2005). Social Responsiveness Scale. Los Angeles: Western Psychological Services.

    Google Scholar 

  • Constantino, J. N., & Gruber, C. P. (2005). The Social Responsiveness Scale (SRS) manual. Los Angeles, CA: Western Psychological Services.

    Google Scholar 

  • Coucouvanis, J. (2005). Super skills: A social skills group program for children with Asperger syndrome, high-functioning autism and related challenges. Shawnee Mission: Autism Asperger Publishing Company.

    Google Scholar 

  • Flynn, L., & Healy, O. (2012). A review of treatments for deficits in social skills and self-help skills is autism spectrum disorder. Research in Autism Spectrum Disorders, 6, 431–441.

    Article  Google Scholar 

  • Forness, S. R., Ramey, S. L., Ramy, C. T., Hsu, C., Breauzsek, C. M., MacMillan, D. L., et al. (1998). Head Start children finishing first grade: Preliminary data on school identification of children at risk for special education. Behavioral Disorders, 23, 111–124.

    Google Scholar 

  • Frankel, F., & Mintz, J. (2011). Maternal reports of play dates of clinic referred and community children. Journal of Child and Family Studies, 20(5), 623–630.

    Article  PubMed Central  PubMed  Google Scholar 

  • Frankel, F., Myatt, R., Sugar, C., Whitham, C., Gorospe, C. M., & Laugeson, E. (2010). A randomized controlled study of parent-assisted children’s friendship training with children having autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 827–842.

    Article  PubMed Central  PubMed  Google Scholar 

  • Gantman, A., Kapp, S., Orenski, K., & Laugeson, E. A. (2012). Social skills training for young adults with autism spectrum disorders: A randomized controlled pilot study. Journal for Autism and Developmental Disorders, 42(6), 1094–1103.

    Article  Google Scholar 

  • Gresham, F. M., & Elliott, S. (1990). The social skills rating system. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331–344.

    Google Scholar 

  • Harper, C. B., Symon, J. B., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38(5), 815–826.

    Article  PubMed  Google Scholar 

  • Hart, J. E., & Whalon, K. J. (2011). Creating social opportunities for students with autism spectrum disorder in inclusive settings. Intervention in School and Clinic, 46, 273–279.

    Article  Google Scholar 

  • Hess, K. L., Morrier, M. J., Heflin, L. J., & Ivey, M. L. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38(5), 961–971.

    Article  PubMed  Google Scholar 

  • January, A. M., Casey, R. J., & Paulson, D. (2011). A meta-analysis of classroom-wide interventions to build social skills: Do they work?. School Psychology Review, 40, 242–256.

    Google Scholar 

  • Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., et al. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25(2), 281–288.

    Article  PubMed Central  PubMed  Google Scholar 

  • Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53, 431–439.

    Article  PubMed Central  PubMed  Google Scholar 

  • La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26, 83–94.

    Article  PubMed  Google Scholar 

  • Lang, R., Kuriakose, S., Lyons, G., Mulloy, A., Boutot, A., Britt, C., et al. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5, 1296–1305.

    Article  Google Scholar 

  • Lang, R., O’Reilly, M. R., Sigafoos, J., Machalicek, W., Rispoli, M., Shogren, K., et al. (2010). Review of teacher involvement in the applied intervention research for children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45, 268–283.

    Google Scholar 

  • Lang, R., & Page, S. (2011). Benefits of teacher collaboration across varying stages of the research process. Intervention in School and Clinic, 46, 230–234.

    Article  Google Scholar 

  • Laugeson, E. A. (2013). The science of making friends: Helping socially challenged teens and young adults. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Laugeson, E. A. (2014). The PEERS curriculum for school-based professionals: Social skills training for adolescents with autism spectrum disorder. New York: Routledge.

    Google Scholar 

  • Laugeson, E. A., & Frankel, F. (2010). Social skills for teenagers with developmental and autism spectrum disorder: The PEERS treatment manual. New York: Routledge.

    Google Scholar 

  • 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.

    Article  PubMed  Google Scholar 

  • Laugeson, E. A., Mogil, C., Dillon, A. R., & Frankel, F. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 596–606.

    Article  PubMed  Google Scholar 

  • Laugeson, E. A., & Park, M. N. (2014). Using a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges: The PEERS® method. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 32(1), 84–97.

    Article  Google Scholar 

  • Le Couteur, A., Lord, C., & Rutter, M. (2003). The autism diagnostic interview-revised (ADI-R). Los Angeles, CA: Western Psychological Services.

    Google Scholar 

  • Licciardello, C. C., Harchik, A. E., & Luiselli, J. K. (2008). Social skills intervention for children with autism during interactive play at a public elementary school. Education and Treatment of Children, 31(1), 27–37.

    Article  Google Scholar 

  • Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2012). Autism Diagnostic Observation Schedule-second edition (ADOS-2). Los Angeles, CA: Western Psychological Services.

    Google Scholar 

  • 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(1), 45–73. doi:10.1080/19315864.2012.730600.

    Article  Google Scholar 

  • Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disorders an overview. Behavior Modification, 31(5), 682–707.

    Article  PubMed  Google Scholar 

  • Moote, G. T., Smyth, N. J., & Wodarski, J. S. (1999). Social skills training with youth in school settings: A review. Research on Social Work Practice, 9, 427–465.

    Article  Google Scholar 

  • Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3(4), 237–250.

    Article  Google Scholar 

  • Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis, 30(1), 157–160.

    Article  PubMed Central  PubMed  Google Scholar 

  • Piers, E. V. (1984). Piers-Harris children’s self-concept scale-revised manual. Los Angeles: Western Psychological Services.

    Google Scholar 

  • Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361.

    Article  PubMed  Google Scholar 

  • Redden, S. C., Forness, S. R., Ramey, S. L., Ramey, C. T., Zima, B. T., Brezausek, C. M., et al. (1999). Head Start children at third grade: Preliminary special education identification and placement of children with emotional, learning, and related disabilities. Journal of Child and Family Studies, 8, 285–303.

    Article  Google Scholar 

  • Reichow, B., & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework (2010). Journal of Autism and Developmental Disorders, 40, 149–166.

    Article  PubMed  Google Scholar 

  • Schohl, K. A., Van Hecke, A. V., Carson, A. M., Dolan, B., Karst, J., & Stevens, S. (2013). 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), 1–14.

    Google Scholar 

  • Sitlington, P. L., & Clark, G. M. (2007). The transition assessment process and IDEIA 2004. Assessment for Effective Intervention, 32(3), 133–142.

    Google Scholar 

  • Tantam, D. (2003). The challenge of adolescents and adults with Asperger syndrome. Child and Adolescent Psychiatric Clinics of North America, 12, 143–163.

    Article  PubMed  Google Scholar 

  • Van Hecke, A. V., Stevens, S., Carson, A. M., Karst, J. S., Dolan, B., Schohl, K., et al. (2013). Measuring the plasticity of social approach: A randomized controlled trial of the effects of the PEERS intervention on EEG asymmetry in adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders. doi:10.1007/s10803-013-1883-y.

  • White, S. W., Keonig, K., & Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of Autism and Developmental Disorders, 37, 1858–1868.

    Article  Google Scholar 

  • Wood, J. J., Drahota, A., Sze, K., Har, K., Chiu, A., & Langer, D. A. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trial. Journal of Child Psychology and Psychiatry, 50, 224–234.

    Article  PubMed  Google Scholar 

  • Yoo, H. J., Bahn, G., Cho, I. H., Kim, E. K., Kim, J. H., Min, J. W., et al. (2014). A randomized controlled trial of the Korean version of the PEERS® parent-assisted social skills training program for teens with ASD. Autism Research, 7(1), 145–161.

    Article  PubMed  Google Scholar 

Download references

Acknowledgments

The authors would like to thank the following people for their support of this study: Barbara Firestone, John Farrimond, Philip Levin, Pamela Clark, Mary Bauman, Chloe Koeffler, Alea Baron, and Alexander Gantman. The authors also gratefully acknowledge the hard work and dedication of the families who participated in this study. This research was conducted under the auspices of The Help Group—UCLA Autism Research Alliance and was supported by a donation from the Nathan and Lily Shapell Foundation. Writing of this manuscript was partially funded by a donation from the Shapell and Guerin Family Foundation. The contents of this publication are solely the responsibility of the authors and do not necessarily represent the official views of the granting agencies.

Conflict of interest

The first author has a potential conflict of interest in that she receives royalties for the sales of Social Skills Training for Teenagers with Developmental and Autism Spectrum Disorders: The PEERS Treatment Manual (Laugeson and Frankel 2010), The Science of Making Friends: Helping Socially Challenged Teens and Young Adults (Laugeson 2013), and The PEERS Curriculum for School-Based Professionals: Social Skills Training for Adolescents with Autism Spectrum Disorder (Laugeson 2014).

Author information

Authors and Affiliations

  1. Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, 760 Westwood Plaza, Ste. 48-243B, Los Angeles, CA, 90024, USA

    Elizabeth A. Laugeson, Ruth Ellingsen, Lara Tucci & Shannon Bates

  2. Department of Psychology, University of California, Los Angeles, 1285 Franz Hall, Los Angeles, CA, 90095, USA

    Ruth Ellingsen

  3. The Help Group—UCLA Autism Research Alliance, 13164 Burbank Avenue, Sherman Oaks, CA, 91401, USA

    Elizabeth A. Laugeson & Lara Tucci

  4. Center for Autism and Related Disabilities, Florida Atlantic University, 777 Glades Road, COE Room 433, Boca Raton, FL, 33431, USA

    Jennifer Sanderson

Authors
  1. Elizabeth A. Laugeson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ruth Ellingsen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jennifer Sanderson
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Lara Tucci
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Shannon Bates
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Elizabeth A. Laugeson.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Laugeson, E.A., Ellingsen, R., Sanderson, J. et al. The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA PEERS ® Program. J Autism Dev Disord 44, 2244–2256 (2014). https://doi.org/10.1007/s10803-014-2108-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-014-2108-8

Keywords

Search

Navigation