本研究考察了文化适应荷兰版本的关系技能教育和丰富计划(PEERS®)的有效性,利用具有积极治疗控制条件的随机对照试验(RCT)。
106名ASD青少年,12-18岁,被随机分配到两组干预措施之一:实验条件(PEERS®;n=54)或主动治疗控制条件(法规,组织与自治教育;道路;n=52)。干预对社交技能的影响主要使用观察性措施(CASS-情境评估社交技能)进行评估。社交技能的次要指标是自我,家长和老师报告的问卷数据(即,社会反应量表;SRS,和社会技能提高系统;SSIS)。还从青少年及其父母那里获得了治疗满意度。
社交技能的观察性测量结果显示,积极影响有所改善,融洽的整体质量,以及开始和结束对话,不管条件如何。与公路相比,PEERS®参与者显示总体自我报告社交技能(SSIS)增加。家长报告显示,整体社交技能受损(SRS)减少,社交沟通(SSIS分量表)改善,在PEERS®组中取得了更多进展。此外,PEERS®组青少年家长对干预的满意度(M=8.20,SD=1.46)明显高于ROAD组青少年家长(M=7.52,SD=1.45).青少年自我报告的治疗满意度在不同条件下没有差异。教师数据显示,用SRS衡量,社交技能受损减少,不管条件如何。
这项研究揭示了荷兰版本的PEERS®增强ASD青少年社交技能的良好迹象。然而,需要进一步研究如何优化有效性。
荷兰跟踪寄存器NTR6255(NL6117)08/02/2017https://www.trialregister.nl/审判/6117。
This study examines the effectiveness of the culturally adapted Dutch version of The Program for the Education and Enrichment of Relational Skills (PEERS®), utilizing a randomized control trial (RCT) with an active treatment control condition.
106 adolescents with ASD, aged 12-18 years, were randomly assigned to one of two group interventions: the experimental condition (PEERS®; n = 54) or the active treatment control condition (Regulation, Organization and Autonomy Didactics; ROAD; n = 52). Effects of interventions on social skills were primarily assessed using an observational measure (CASS - Contextual Assessment Social Skills). Secondary indices of social skills were self, parent and teacher reported questionnaire data (i.e., Social Responsiveness Scale; SRS, and Social Skills Improvement System; SSIS). Treatment satisfaction was also obtained from adolescents and their parents.
Results on the observational measure of social skills revealed improvements in positive affect, overall quality of rapport, as well as starting and ending a conversation, irrespective of condition. Compared to ROAD, PEERS® participants showed increased overall self-reported social skills (SSIS). Parent reports showed decreased overall social skill impairment (SRS) as well as improved social communication (SSIS subscale), with significantly more progress in the PEERS® group. Furthermore, parents of adolescents in the PEERS® group were significantly more satisfied with the intervention (M = 8.20, SD = 1.46) than parents of adolescents in the ROAD group (M = 7.52, SD = 1.45). The self-reported treatment satisfaction of adolescents did not differ between conditions. Teacher data showed decreased social skill impairment as measured with the SRS, irrespective of condition.
This study reveals promising indications that the Dutch version of PEERS® enhances social skills in adolescents with ASD. Yet, further research is needed into how effectiveness can be optimized.
Dutch trail register NTR6255 (NL6117) 08/02/2017 https://www.trialregister.nl/trial/6117.