INS NYC 2024 Program

Poster	Poster Session 10 Program Schedule 02/17/2024 09:00 am - 10:15 am Room: Shubert Complex (Posters 1-60) Poster Session 10: Neurodevelopmental \| Congenital Conditions Final Abstract #43 Replicating the PEERS Study in a Private Practice Setting: A Small-Scale Feasibility Investigation of Social Skills Training Amanda Honn, Insight Collective, South Pasadena, United States Travis Marchman, Insight Collective, South Pasadena, United States Elizabeth Stuart, Insight Collective, South Pasadena, United States Oren Boxer, Insight Collective, South Pasadena, United States Category: Autism Spectrum Disorders/Developmental Disorders/Intellectual Disability Keyword 1: autism spectrum disorder Keyword 2: social processes Objective: The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills training intervention developed to support individuals diagnosed with autism spectrum disorder (ASD) or other developmental social disorders, targeting difficulties in peer interactions and relationships. Multiple studies have demonstrated substantial enhancements in social skills knowledge and reductions in social skill impairment following PEERS intervention. While there has been significant support in replicating this program across settings, languages, and cultures, there has yet to be substantial evidence supporting the use of PEERS in a smaller practice setting. This study aimed to replicate PEERS in a small group clinical practice, assessing for feasibility and potential benefits in this population. The findings could offer insights into its effectiveness in diverse clinical settings, enhancing accessibility for teens and guiding future research and treatment. Participants and Methods: 7 adolescents (ages 12-17) with self-identified social skills weaknesses were recruited from a pediatric neuropsychology clinic. All participants completed 14 weekly 90-minute PEERS sessions in small groups, guided by one clinician, supported by trained coaches. At least one parent of each teen participated in a concurrent group, led by a different trained clinician, aimed to provide parents with insights and strategies to comprehend their child's social challenges and promote their social development. Both adolescent participants and parents underwent pre- and post-assessments. Adolescents completed assessments including the Test of Adolescent Social Skills Knowledge (TASSK), Piers-Harris Children's Self-Concept Scale, Second Edition (Piers-Harris 2), and the Quality of Play Questionnaire (QPQ). Parents' assessments included the Social Responsiveness Scale-2 (SRS-2), Autism Quotient (AQ), and Quality of Play Questionnaire for Parents (QPQ-P). Data were collected, aggregated across sessions, and analyzed to assess changes from baseline. Results: Due to a truncated sample size (n=7), data was interpreted with extreme caution. Wilcoxon signed rank test was used to evaluate any differences in participants from pretest to posttest (TASSK Z=1.342, p=.180; Piers-Harris 2 Z=1.34, p=.180; QPQ Z=1.0, p=.317). Parent data showed slightly more trends toward significance, although no significant differences were found. Therefore, all null hypotheses were retained. It is possible that with a larger sample size, this data may trend toward significance, however results were not statistically significant at this time. Post-hoc qualitative analyses were conducted on key-questions to explore possible experiential differences reported by participants. Conclusions: This initial small clinical replication of the PEERS program demonstrated its feasibility and potential to enhance social skills in adolescents with self-identified social skill weaknesses. This suggests that such support systems could be effective in group practices centered on children with neurodevelopmental disorders. Access to intervention can be a significant deterrent for families of children with neurodevelopmental disorders from seeking help. Therefore, this initial feasibility study suggests that the PEERS intervention may be effective in these clinical settings; however, large, multi-site, randomized controlled trials are needed to fully evaluate the impact of this program in smaller clinical settings. Additionally, future research should delve into understanding the long-term psychological consequences of improved social skills in this population.

Poster

02/17/2024
09:00 am - 10:15 am
Room: Shubert Complex (Posters 1-60)

Poster Session 10: Neurodevelopmental | Congenital Conditions

Final Abstract #43

Replicating the PEERS Study in a Private Practice Setting: A Small-Scale Feasibility Investigation of Social Skills Training

Amanda Honn, Insight Collective, South Pasadena, United States
Travis Marchman, Insight Collective, South Pasadena, United States
Elizabeth Stuart, Insight Collective, South Pasadena, United States
Oren Boxer, Insight Collective, South Pasadena, United States

Category: Autism Spectrum Disorders/Developmental Disorders/Intellectual Disability

Keyword 1: autism spectrum disorder
Keyword 2: social processes

Objective:

The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills training intervention developed to support individuals diagnosed with autism spectrum disorder (ASD) or other developmental social disorders, targeting difficulties in peer interactions and relationships. Multiple studies have demonstrated substantial enhancements in social skills knowledge and reductions in social skill impairment following PEERS intervention. While there has been significant support in replicating this program across settings, languages, and cultures, there has yet to be substantial evidence supporting the use of PEERS in a smaller practice setting. This study aimed to replicate PEERS in a small group clinical practice, assessing for feasibility and potential benefits in this population. The findings could offer insights into its effectiveness in diverse clinical settings, enhancing accessibility for teens and guiding future research and treatment.

Participants and Methods:

7 adolescents (ages 12-17) with self-identified social skills weaknesses were recruited from a pediatric neuropsychology clinic. All participants completed 14 weekly 90-minute PEERS sessions in small groups, guided by one clinician, supported by trained coaches. At least one parent of each teen participated in a concurrent group, led by a different trained clinician, aimed to provide parents with insights and strategies to comprehend their child's social challenges and promote their social development.

Both adolescent participants and parents underwent pre- and post-assessments. Adolescents completed assessments including the Test of Adolescent Social Skills Knowledge (TASSK), Piers-Harris Children's Self-Concept Scale, Second Edition (Piers-Harris 2), and the Quality of Play Questionnaire (QPQ). Parents' assessments included the Social Responsiveness Scale-2 (SRS-2), Autism Quotient (AQ), and Quality of Play Questionnaire for Parents (QPQ-P). Data were collected, aggregated across sessions, and analyzed to assess changes from baseline.

Results:

Due to a truncated sample size (n=7), data was interpreted with extreme caution. Wilcoxon signed rank test was used to evaluate any differences in participants from pretest to posttest (TASSK Z=1.342, p=.180; Piers-Harris 2 Z=1.34, p=.180; QPQ Z=1.0, p=.317). Parent data showed slightly more trends toward significance, although no significant differences were found. Therefore, all null hypotheses were retained. It is possible that with a larger sample size, this data may trend toward significance, however results were not statistically significant at this time. Post-hoc qualitative analyses were conducted on key-questions to explore possible experiential differences reported by participants.

Conclusions:

This initial small clinical replication of the PEERS program demonstrated its feasibility and potential to enhance social skills in adolescents with self-identified social skill weaknesses. This suggests that such support systems could be effective in group practices centered on children with neurodevelopmental disorders. Access to intervention can be a significant deterrent for families of children with neurodevelopmental disorders from seeking help. Therefore, this initial feasibility study suggests that the PEERS intervention may be effective in these clinical settings; however, large, multi-site, randomized controlled trials are needed to fully evaluate the impact of this program in smaller clinical settings. Additionally, future research should delve into understanding the long-term psychological consequences of improved social skills in this population.