Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum

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  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      14
    • Sponsoring Agency:
      Department of Education (ED)
      US Department of Health and Human Services, Administration for Community Living (ACL)
    • Contract Number:
      1801MEBSDD
      1901MESCDD
      90DDUC0056
    • Education Level:
      High Schools
      Secondary Education
    • Subject Terms:
      Young Adults; Autism Spectrum Disorders; Transitional Programs; College Bound Students; Interpersonal Competence; Skill Development; Curriculum; Coping; Change; Dialogs (Language); Communication Skills; Student Adjustment; Instructional Effectiveness; High School Students; Intervention
    • Accession Number:
      10.1177/21651434221098411
    • ISSN:
      2165-1434
      2165-1442
    • Abstract:
      College students on the autism spectrum report the following support needs: interpersonal skills and coping with unexpected change. The purpose of this pilot study was to investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on the acquisition of conversational behaviors by three young adults on the autism spectrum who were attending a summer college transition program designed to help prepare and familiarize individuals with college living. A multiple probe across behaviors design was used. According to visual analysis, a functional relation was not established between participation and acquisition of foundational conversational skills. Our findings provide a model for how state vocational rehabilitation agencies and institutes of higher education can collaborate to provide effective support for college students with autism spectrum disorder.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1376584