Investigating the effectiveness of the PEERS program in adolescents with autism spectrum disorder using a randomized control trial design

Investigating the effectiveness of the PEERS program in adolescents with autism spectrum disorder using a randomized control trial design - PEERS RCT

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

NL-OMON

Registry ID

NL-OMON46998

Enrollment

150

Registered

2016-10-05

Start date

2017-01-16

Completion date

Unknown

Last updated

2024-04-23

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Autism Spectrum Disorder

Interventions

The Program for Education and Enrichment of Relational Skills (PEERS) is a manualized social skills training program designed to learn cognitively able adolescents with ASD social skills to help the

Laugeson et al., 2012

Laugeson et al., 2009). It is parent-assisted training that addresses elements of social functioning for adolescents such as two-way conversational skills, making friends, choosing appropriate humo

see Table 3 for a detailed overview of topics that are covered each session)). The social skills are taught using psychoeducational and cognitive-behavioural treatment techniques (i.e. homework rev

Eligibility

Age

12 Years to 17 Years

Inclusion criteria

Inclusion criteria: (a) chronological age between 12 and 18 years old, (b) in a secondary education, (c) diagnosis of pervasive developmental disorder-not otherwise specific (PDD-NOS), Asperger's syndrome or autistic disorder by a reliable mental health professional established using the Autism Diagnostic Observation Schedule (ADOS-2) and 3Di; (d) Dutch fluency for participants and parents and willing to participate in the treatment; (e) IQ>70.

Exclusion criteria

Exclusion criteria: (a) a history of major mental illness (e.g., schizophrenia, bipolar disorder, or other types of psychotic disorders, and (b) any visual, hearing or physical impairments that prohibit participation in the intervention .

Design outcomes

Primary

Measure	Time frame
The primary outcome is social competence as assessed using a blinded observation measure: the Contextual Assessment of Social Skills (CASS);	—

Secondary

Measure	Time frame
The secundary study parameters are the questionnaires filled out parents, teachers and the adolescent. These form the replication part of the study: 1. social skills questionnaire reported by the adolescents self, the parent and the teacher: Social Skills Improvement System-Rating Skills (SSIS-RS); 2. a questionnaire assessing autistic social impairment reported by parent and teacher: Social Responsive Scale (SRS). In addition, we will assess hypothesized mediators of the effect on social competence: 1. social contacts of the participants assessed using the Quality of Socialization Questionnaire (QSQ); 2. social knowledge among adolescents assessed using the Test of Adolescents Social Skills Knowledge (TASSK); 3. social cognition of adolescents as assessed using the Test of Understanding of Social Conventions (TUSC); 4. fear of social rejection scored by participants using Brief Fear of Negative Evaluation-II scale (BFNE-II); 5. parent*s satisfaction with parenting and self-efficacy in the parenting role assessed using the Parenting Sense of Competence Scale (PSOC); as well as potential moderators of the treatment effect: 1. severity of ASD, assessed using the Autism Diagnostic Observation Schedule (ADOS) and 3Di; 2. IQ, from patient file or measured by the Wechsler Abbreviated Scale of Intelligence (WASI); 3. emotional and behavioral problems, measured using the Child Behavior Checklist (CBCL); 4. prior treatment with a social skills intervention or concurrent medicine treatment.	—

Measure

Time frame

The secundary study parameters are the questionnaires filled out parents, teachers and the adolescent. These form the replication part of the study: 1. social skills questionnaire reported by the adolescents self, the parent and the teacher: Social Skills Improvement System-Rating Skills (SSIS-RS); 2. a questionnaire assessing autistic social impairment reported by parent and teacher: Social Responsive Scale (SRS). In addition, we will assess hypothesized mediators of the effect on social competence: 1. social contacts of the participants assessed using the Quality of Socialization Questionnaire (QSQ); 2. social knowledge among adolescents assessed using the Test of Adolescents Social Skills Knowledge (TASSK); 3. social cognition of adolescents as assessed using the Test of Understanding of Social Conventions (TUSC); 4. fear of social rejection scored by participants using Brief Fear of Negative Evaluation-II scale (BFNE-II); 5. parent*s satisfaction with parenting and self-efficacy in the parenting role assessed using the Parenting Sense of Competence Scale (PSOC); as well as potential moderators of the treatment effect: 1. severity of ASD, assessed using the Autism Diagnostic Observation Schedule (ADOS) and 3Di; 2. IQ, from patient file or measured by the Wechsler Abbreviated Scale of Intelligence (WASI); 3. emotional and behavioral problems, measured using the Child Behavior Checklist (CBCL); 4. prior treatment with a social skills intervention or concurrent medicine treatment.

—

Countries

Netherlands

Outcome results

None listed

Source: NL-OMON (via WHO ICTRP)