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

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 conversa...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals Vol. 46; no. 2; pp. 69 - 82
Main Authors: Howorth, Sarah K., Rooks-Ellis, Deborah L., Cobo-Lewis, Alan, Taylor, Joshua, Moody, Christine T.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.05.2023
SAGE Publications and Hammill Institute on Disabilities
Subjects:
Autism Spectrum Disorders
Change
College Bound Students
Communication Skills
Coping
Curriculum
Dialogs (Language)
High School Students
Instructional Effectiveness
Interpersonal Competence
Intervention
Skill Development
Student Adjustment
Transitional Programs
Young Adults
state or federal systems
singlecase experimental
colleges and universities
transition area
disability groups
contexts
research methodology
autism
social relationships/communication
ISSN:2165-1434, 2165-1442
Online Access:Get full text
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Summary: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.
ISSN:2165-1434
2165-1442
DOI:10.1177/21651434221098411