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J Autism Dev Disord (2012) 42:10941103 DOI 10.1007/s10803-011-1350-6
ORIGINAL PAPER
Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study
Alexander Gantman Steven K. Kapp
Kaely Orenski Elizabeth A. Laugeson
Published online: 14 September 2011 Springer Science+Business Media, LLC (outside the USA) 2011
Abstract Despite the psychosocial difculties common among young adults with autism spectrum disorders (ASD), little to no evidence-based social skills interventions exist for this population. Using a randomized controlled trial (RCT) design, the current study tested the effectiveness of an evidence-based, caregiver-assisted social skills intervention known as PEERS for Young Adults with high-functioning young adults with ASD (ages 1823) using self- and caregiver-report measures. Results revealed that treated young adults reported signicantly less loneliness and improved social skills knowledge, while caregivers reported signicant improvements in young adults overall social skills, social responsiveness, empathy, and frequency of get-togethers. Results support the effectiveness of using this caregiver-assisted, manualized intervention for young adults with ASD.
Keywords ASD Autism Adults Social skills PEERS
Extensive evidence demonstrates that social skills acquisition and generalization of skills often form the most signicant challenges for children and adolescents with high-functioning autism spectrum disorders (ASD). A more limited body of literature demonstrates that social skills decits remain prevalent for young adults (ages 1823) with ASD (Barnhill 2007; Howlin 2000). While the intelligence of individuals with high-functioning ASD, on whom the literature and this study focus, often improves their outcomes in adulthood (Howlin 2000), it may also mask the signicant challenges they face as adults (Barn-hill 2007). Social decits in adults with ASD may exacerbate or lead to problems with not only friendships but also romantic relationships, daily living, and vocational success (Barnhill 2007; Howlin 2000).
Research suggests that social and behavioral symptoms may improve with some consistency in children and adolescents with ASD (Shattuck et al. 2007), but this progress tends to slow as these individuals enter adulthood (Taylor and Seltzner 2010). The challenging aspects of ASD appear greatest for those in adolescence and young adulthood, possibly due to the greater salience and complexity of peer relationships; growing drive toward identity exploration; lack of availability and knowledge about appropriate services; and uncertainty about the balance of responsibility between the individuals themselves and those who support...