PDF(Pubmed)
Abstract：
Social challenges are common for young adults with autism spectrum disorder (ASD) and/or mild intellectual impairment, yet few evidence-based interventions exist to address these challenges. PEERS®, the Program for the Education and Enrichment of Relational Skills, has been shown to be effective in improving the social skills of young adults with ASD; however, it requires a significant time commitment for parents of young adults. As such, this mixed-methods study aimed to investigate the experiences of young adults, parents and PEERS® social coaches participating in an adapted PEERS® program, and to evaluate its acceptability and efficacy.
Young adults with ASD and/or mild intellectual impairment participated in a 16-week PEERS® program. Parents and PEERS® social coaches attended fewer, condensed sessions, where they learnt program content to support the young adults\' social skill development at home and in the community. Focus groups were conducted post intervention. Quantitative pre-post assessment using the Social and Emotional Loneliness Scale for Adults, the Test of Young Adult Social Skills Knowledge, and Quality of Socialization Questionnaire-Young Adults was completed by young adults. The Social Responsiveness Scale Second Edition was completed by young adults and their parents.
Qualitative results revealed that, taken together, young adults, parents and PEERS® social coaches all felt that the adapted PEERS® program was \'challenging, but worth it\'. The program was acceptable with a 93% attendance rate across all sessions. Whilst young adults\' perceptions of their own social functioning did not change post-intervention, their knowledge of social skills content improved significantly (p < 0.05). Parent perceptions of young adults\' social responsiveness also improved (p < 0.05).
Social skill knowledge, social responsiveness, and social engagement improved significantly following the completion of the adapted PEERS® program. It was deemed acceptable and worthwhile by young adults, their parents and PEERS® social coaches.
Young adults with ASD and/or mild intellectual impairment participated in a 16-week PEERS® program. Parents and PEERS® social coaches attended fewer, condensed sessions, where they learnt program content to support the young adults\' social skill development at home and in the community. Focus groups were conducted post intervention. Quantitative pre-post assessment using the Social and Emotional Loneliness Scale for Adults, the Test of Young Adult Social Skills Knowledge, and Quality of Socialization Questionnaire-Young Adults was completed by young adults. The Social Responsiveness Scale Second Edition was completed by young adults and their parents.
Qualitative results revealed that, taken together, young adults, parents and PEERS® social coaches all felt that the adapted PEERS® program was \'challenging, but worth it\'. The program was acceptable with a 93% attendance rate across all sessions. Whilst young adults\' perceptions of their own social functioning did not change post-intervention, their knowledge of social skills content improved significantly (p < 0.05). Parent perceptions of young adults\' social responsiveness also improved (p < 0.05).
Social skill knowledge, social responsiveness, and social engagement improved significantly following the completion of the adapted PEERS® program. It was deemed acceptable and worthwhile by young adults, their parents and PEERS® social coaches.
摘要：
目的：社会挑战对于患有自闭症谱系障碍（ASD）和/或轻度智力障碍的年轻人来说是常见的，然而，很少有基于证据的干预措施来应对这些挑战。PEERS®,关系技能教育和丰富计划，已被证明是有效的，以提高青少年ASD的社交技能;然而，对于年轻人的父母来说，这需要大量的时间投入。因此，这项混合方法研究旨在调查年轻人的经历，参加经过调整的PEERS®计划的父母和PEERS®社会教练，并评估其可接受性和有效性。
方法：患有ASD和/或轻度智力障碍的年轻成年人参加了为期16周的PEERS®项目。家长和PEERS®社会教练参加人数较少，浓缩会议，在那里，他们学习了节目内容，以支持年轻人在家里和社区的社交技能发展。焦点小组在干预后进行。使用成人社会和情绪孤独量表进行定量的事后评估，青少年社交技能知识测试，和社会化质量问卷-年轻人由年轻人完成。社会反应量表第二版由年轻人和他们的父母完成。
结果：定性结果显示，放在一起，年轻人,家长和PEERS®社会教练都认为适应的PEERS®计划具有挑战性，但值得\'。该计划是可以接受的，所有课程的出席率为93％。虽然年轻人对自己的社会功能的看法在干预后没有改变，他们的社会技能知识含量显著提高(p<0.05)。父母对年轻人社会反应的看法也有所改善(p<0.05)。
结论：社会技能知识，社会反应，在经过调整的PEERS®计划完成后，社会参与度显著提高。年轻人认为这是可以接受和值得的，他们的父母和PEERS®社会教练。
方法：患有ASD和/或轻度智力障碍的年轻成年人参加了为期16周的PEERS®项目。家长和PEERS®社会教练参加人数较少，浓缩会议，在那里，他们学习了节目内容，以支持年轻人在家里和社区的社交技能发展。焦点小组在干预后进行。使用成人社会和情绪孤独量表进行定量的事后评估，青少年社交技能知识测试，和社会化质量问卷-年轻人由年轻人完成。社会反应量表第二版由年轻人和他们的父母完成。
结果：定性结果显示，放在一起，年轻人,家长和PEERS®社会教练都认为适应的PEERS®计划具有挑战性，但值得\'。该计划是可以接受的，所有课程的出席率为93％。虽然年轻人对自己的社会功能的看法在干预后没有改变，他们的社会技能知识含量显著提高(p<0.05)。父母对年轻人社会反应的看法也有所改善(p<0.05)。
结论：社会技能知识，社会反应，在经过调整的PEERS®计划完成后，社会参与度显著提高。年轻人认为这是可以接受和值得的，他们的父母和PEERS®社会教练。
