{Reference Type}: Journal Article
{Title}: A pilot study of PEERS® for Careers: A comprehensive employment-focused social skills intervention for autistic young adults in the United States.
{Author}: Moody CT;Factor RS;Gulsrud AC;Grantz CJ;Tsai K;Jolliffe M;Rosen NE;McCracken JT;Laugeson EA;Moody CT;Factor RS;Gulsrud AC;Grantz CJ;Tsai K;Jolliffe M;Rosen NE;McCracken JT;Laugeson EA;
{Journal}: Res Dev Disabil
{Volume}: 128
{Issue}: 0
{Year}: Sep 2022
{Factor}: 3
{DOI}: 10.1016/j.ridd.2022.104287
{Abstract}: <B>BACKGROUND: </B>Autistic young adults are at elevated risk for poor employment/internship outcomes, despite having many strengths relevant to the workplace. Currently, very few employment interventions for this population comprehensively promote skills development and success across the various stages of employment.<BR><B>OBJECTIVE: </B>To address this gap, the current study aimed to test the feasibility, acceptability, and efficacy of a novel college to career intervention program, PEERS® for Careers.<BR><B>METHODS: </B>Twelve autistic young adults (19-30 years old) were enrolled and matched to a career coach. The pilot program consisted of 90-minute sessions delivered twice per week, for 10 weeks, covering content relevant to obtaining, maintaining, and thriving in employment/internship settings.<BR><B>RESULTS: </B>Results indicated that young adults showed a significant improvement in employment-related social skills knowledge, p < .001. Participants also reported significant improvements in their feelings of preparedness for employment over the course of the study, p = .009, with all young adults self-identifying as "somewhat prepared" or "very prepared" post-intervention. Additionally, in only a brief 10-week intervention, a slight increase in participants who secured or maintained internship/employment-related activities was observed. Overall, lesson content and coaching were perceived as helpful. No significant changes were observed in self-reported autism symptomatology.<BR><B>CONCLUSIONS: </B>In sum, the PEERS® for Careers program shows promise as a college to career intervention program for autistic young adults.<BR><B>CONCLUSIONS: </B>There is a dearth of evidence-based interventions for autistic young adults, despite significant need for supports to bolster vocational and relational success. This paper is the first to evaluate the PEERS® for Careers intervention in a pilot study by exploring feasibility, acceptability, and efficacy of this novel college to career intervention program, which teaches ecologically valid employment-related skills using a strengths-based approach. Results suggest PEERS® for Careers shows significant potential as a comprehensive intervention to address the multi-faceted needs of autistic individuals in the workplace through didactic lessons, behavioral rehearsals to practice skills, and out of group assignments. Autistic young adult participants reported a high level of satisfaction with the program and lessons surrounding employment-related social skills. They also endorsed increased feelings of internship/employment readiness and increased knowledge of workplace etiquette, with most participants maintaining or securing employment. This study supports PEERS® for Careers as a feasible intervention that likely benefits autistic individuals' vocational outcomes, which emerge as a strong correlate of well-being in adulthood. This work is essential to furthering the development and provision of effective services to meet needs of the autism community.