A Randomized Controlled Trial of the K orean Version of the PEERS ® Parent‐Assisted Social Skills Training Program for Teens With ASD
Impaired social functioning is a hallmark feature of autism spectrum disorder ( ASD ), often requiring treatment throughout the life span. PEERS ® ( P rogram for the E ducation and E nrichment of R elational S kills) is a parent‐assisted social skills training for teens with ASD . Although PEERS ® h...
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| Veröffentlicht in: | Autism research 2014-02, Vol.7 (1), p.145-161 |
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| creator | Yoo, Hee‐Jeong Bahn, Geonho Cho, In‐Hee Kim, Eun‐Kyung Kim, Joo‐Hyun Min, Jung‐Won Lee, Won‐Hye Seo, Jun‐Seong Jun, Sang‐Shin Bong, Guiyoung Cho, Soochurl Shin, Min‐Sup Kim, Bung‐Nyun Kim, Jae‐Won Park, Subin Laugeson, Elizabeth A. |
| description | Impaired social functioning is a hallmark feature of autism spectrum disorder (
ASD
), often requiring treatment throughout the life span.
PEERS
®
(
P
rogram for the
E
ducation and
E
nrichment of
R
elational
S
kills) is a parent‐assisted social skills training for teens with
ASD
. Although
PEERS
®
has an established evidence base in improving the social skills of adolescents and young adults with
ASD
in
N
orth
A
merica, the efficacy of this treatment has yet to be established in cross‐cultural validation trials. The objective of this study is to examine the feasibility and treatment efficacy of a
K
orean version of
PEERS
®
for enhancing social skills through a randomized controlled trial (
RCT
).The
E
nglish version of the
PEERS
®
T
reatment
M
anual (
L
augeson &
F
rankel, 2010) was translated into
K
orean and reviewed by 21 child mental health professionals. Items identified as culturally sensitive were surveyed by 447 middle school students, and material was modified accordingly. Participants included 47 teens between 12 and 18 years of age with a diagnosis of
ASD
and a verbal intelligence quotient (
IQ
) ≥ 65. Eligible teens were randomly assigned to a treatment group (
TG
) or delayed treatment control group (
CG
). Primary outcome measures included questionnaires and direct observations quantifying social ability and problems directly related to
ASD
. Secondary outcome measures included scales for depressive symptoms, anxiety, and other behavioral problems. Rating scales for parental depressive symptoms and anxiety were examined to detect changes in parental psychosocial functioning throughout the
PEERS
®
treatment. Independent samples
t
‐tests revealed no significant differences at baseline across the
TG
and
CG
conditions with regard to age (14.04 ± 1.64 and 13.54 ± 1.50 years),
IQ
(99.39 ± 18.09 & 100.67 ± 16.97), parental education, socioeconomic status, or
ASD
symptoms (
p
|
| doi_str_mv | 10.1002/aur.1354 |
| format | Article |
| fullrecord | <record><control><sourceid>crossref</sourceid><recordid>TN_cdi_crossref_primary_10_1002_aur_1354</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>10_1002_aur_1354</sourcerecordid><originalsourceid>FETCH-LOGICAL-c724-6ed14e7ea42208e8edf3edad11988e4499298fb63e41b1c9ffbd18faab3c83bc3</originalsourceid><addsrcrecordid>eNo1kLtOwzAYhS0EEqUg8QgeWVJ8a2qPUSkXUYmqiWCMnOR3a0htZIcBJkZGnoSH4FF4ElJBp3N0pO8MH0KnlIwoIexcv4QR5WOxhwZUcZVwSdL9XZ8odoiOYnwkJCV8zAboI8NL7Rq_sW_Q4Kl3XfBt29ciWN1ib3C3BnyLfQDt8D2EaL3bzYvZbJnj7y-80AFc9_P-mcVoY9fjua-3fP5k2zb2Z9o661Z4Efwq6A02PuACwEX8YLs1zvKLY3RgdBvh5D-HqLicFdPrZH53dTPN5kk9YSJJoaECJqAFY0SChMZwaHRDqZIShFCKKWmqlIOgFa2VMVVDpdG64rXkVc2H6Ozvtg4-xgCmfA52o8NrSUm5FVj2AsutQP4LSHZmbA</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>A Randomized Controlled Trial of the K orean Version of the PEERS ® Parent‐Assisted Social Skills Training Program for Teens With ASD</title><source>Wiley Journals</source><creator>Yoo, Hee‐Jeong ; Bahn, Geonho ; Cho, In‐Hee ; Kim, Eun‐Kyung ; Kim, Joo‐Hyun ; Min, Jung‐Won ; Lee, Won‐Hye ; Seo, Jun‐Seong ; Jun, Sang‐Shin ; Bong, Guiyoung ; Cho, Soochurl ; Shin, Min‐Sup ; Kim, Bung‐Nyun ; Kim, Jae‐Won ; Park, Subin ; Laugeson, Elizabeth A.</creator><creatorcontrib>Yoo, Hee‐Jeong ; Bahn, Geonho ; Cho, In‐Hee ; Kim, Eun‐Kyung ; Kim, Joo‐Hyun ; Min, Jung‐Won ; Lee, Won‐Hye ; Seo, Jun‐Seong ; Jun, Sang‐Shin ; Bong, Guiyoung ; Cho, Soochurl ; Shin, Min‐Sup ; Kim, Bung‐Nyun ; Kim, Jae‐Won ; Park, Subin ; Laugeson, Elizabeth A.</creatorcontrib><description><![CDATA[Impaired social functioning is a hallmark feature of autism spectrum disorder (
ASD
), often requiring treatment throughout the life span.
PEERS
®
(
P
rogram for the
E
ducation and
E
nrichment of
R
elational
S
kills) is a parent‐assisted social skills training for teens with
ASD
. Although
PEERS
®
has an established evidence base in improving the social skills of adolescents and young adults with
ASD
in
N
orth
A
merica, the efficacy of this treatment has yet to be established in cross‐cultural validation trials. The objective of this study is to examine the feasibility and treatment efficacy of a
K
orean version of
PEERS
®
for enhancing social skills through a randomized controlled trial (
RCT
).The
E
nglish version of the
PEERS
®
T
reatment
M
anual (
L
augeson &
F
rankel, 2010) was translated into
K
orean and reviewed by 21 child mental health professionals. Items identified as culturally sensitive were surveyed by 447 middle school students, and material was modified accordingly. Participants included 47 teens between 12 and 18 years of age with a diagnosis of
ASD
and a verbal intelligence quotient (
IQ
) ≥ 65. Eligible teens were randomly assigned to a treatment group (
TG
) or delayed treatment control group (
CG
). Primary outcome measures included questionnaires and direct observations quantifying social ability and problems directly related to
ASD
. Secondary outcome measures included scales for depressive symptoms, anxiety, and other behavioral problems. Rating scales for parental depressive symptoms and anxiety were examined to detect changes in parental psychosocial functioning throughout the
PEERS
®
treatment. Independent samples
t
‐tests revealed no significant differences at baseline across the
TG
and
CG
conditions with regard to age (14.04 ± 1.64 and 13.54 ± 1.50 years),
IQ
(99.39 ± 18.09 & 100.67 ± 16.97), parental education, socioeconomic status, or
ASD
symptoms (
p
< 0.05), respectively. Results for treatment outcome suggest that the
TG
showed significant improvement in communication and social interaction domain scores on the
A
utism
D
iagnostic
O
bservation
S
chedule, interpersonal relationship and play/leisure time on the subdomain scores of the
K
orean version of the
V
ineland
A
daptive
B
ehavior
S
cale (
p's
< 0.01), social skills knowledge total scores on the
T
est of
A
dolescent
S
ocial
S
kills
K
nowledge—
R
evised (
p
< 0.01), and decreased depressive symptoms on the
C
hild
D
epression
I
nventory following treatment (
p
< 0.05). Analyses of parental outcome reveal a significant decrease in maternal state anxiety in the
TG
after controlling for potential confounding variables (
p
< 0.05). Despite cultural and linguistic differences, the
PEERS
®
social skills intervention appears to be efficacious for teens with
ASD
in
K
orea with modest cultural adjustment. In an
RCT
, participants receiving the
PEERS
®
treatment showed significant improvement in social skills knowledge, interpersonal skills, and play/leisure skills, as well as a decrease in depressive symptoms and
ASD
symptoms. This study represents one of only a few cross‐cultural validation trials of an established evidence‐based treatment for adolescents with
ASD
.
Autism Res
2014, 7: 145–161
. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.]]></description><identifier>ISSN: 1939-3792</identifier><identifier>EISSN: 1939-3806</identifier><identifier>DOI: 10.1002/aur.1354</identifier><language>eng</language><ispartof>Autism research, 2014-02, Vol.7 (1), p.145-161</ispartof><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c724-6ed14e7ea42208e8edf3edad11988e4499298fb63e41b1c9ffbd18faab3c83bc3</citedby><cites>FETCH-LOGICAL-c724-6ed14e7ea42208e8edf3edad11988e4499298fb63e41b1c9ffbd18faab3c83bc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Yoo, Hee‐Jeong</creatorcontrib><creatorcontrib>Bahn, Geonho</creatorcontrib><creatorcontrib>Cho, In‐Hee</creatorcontrib><creatorcontrib>Kim, Eun‐Kyung</creatorcontrib><creatorcontrib>Kim, Joo‐Hyun</creatorcontrib><creatorcontrib>Min, Jung‐Won</creatorcontrib><creatorcontrib>Lee, Won‐Hye</creatorcontrib><creatorcontrib>Seo, Jun‐Seong</creatorcontrib><creatorcontrib>Jun, Sang‐Shin</creatorcontrib><creatorcontrib>Bong, Guiyoung</creatorcontrib><creatorcontrib>Cho, Soochurl</creatorcontrib><creatorcontrib>Shin, Min‐Sup</creatorcontrib><creatorcontrib>Kim, Bung‐Nyun</creatorcontrib><creatorcontrib>Kim, Jae‐Won</creatorcontrib><creatorcontrib>Park, Subin</creatorcontrib><creatorcontrib>Laugeson, Elizabeth A.</creatorcontrib><title>A Randomized Controlled Trial of the K orean Version of the PEERS ® Parent‐Assisted Social Skills Training Program for Teens With ASD</title><title>Autism research</title><description><![CDATA[Impaired social functioning is a hallmark feature of autism spectrum disorder (
ASD
), often requiring treatment throughout the life span.
PEERS
®
(
P
rogram for the
E
ducation and
E
nrichment of
R
elational
S
kills) is a parent‐assisted social skills training for teens with
ASD
. Although
PEERS
®
has an established evidence base in improving the social skills of adolescents and young adults with
ASD
in
N
orth
A
merica, the efficacy of this treatment has yet to be established in cross‐cultural validation trials. The objective of this study is to examine the feasibility and treatment efficacy of a
K
orean version of
PEERS
®
for enhancing social skills through a randomized controlled trial (
RCT
).The
E
nglish version of the
PEERS
®
T
reatment
M
anual (
L
augeson &
F
rankel, 2010) was translated into
K
orean and reviewed by 21 child mental health professionals. Items identified as culturally sensitive were surveyed by 447 middle school students, and material was modified accordingly. Participants included 47 teens between 12 and 18 years of age with a diagnosis of
ASD
and a verbal intelligence quotient (
IQ
) ≥ 65. Eligible teens were randomly assigned to a treatment group (
TG
) or delayed treatment control group (
CG
). Primary outcome measures included questionnaires and direct observations quantifying social ability and problems directly related to
ASD
. Secondary outcome measures included scales for depressive symptoms, anxiety, and other behavioral problems. Rating scales for parental depressive symptoms and anxiety were examined to detect changes in parental psychosocial functioning throughout the
PEERS
®
treatment. Independent samples
t
‐tests revealed no significant differences at baseline across the
TG
and
CG
conditions with regard to age (14.04 ± 1.64 and 13.54 ± 1.50 years),
IQ
(99.39 ± 18.09 & 100.67 ± 16.97), parental education, socioeconomic status, or
ASD
symptoms (
p
< 0.05), respectively. Results for treatment outcome suggest that the
TG
showed significant improvement in communication and social interaction domain scores on the
A
utism
D
iagnostic
O
bservation
S
chedule, interpersonal relationship and play/leisure time on the subdomain scores of the
K
orean version of the
V
ineland
A
daptive
B
ehavior
S
cale (
p's
< 0.01), social skills knowledge total scores on the
T
est of
A
dolescent
S
ocial
S
kills
K
nowledge—
R
evised (
p
< 0.01), and decreased depressive symptoms on the
C
hild
D
epression
I
nventory following treatment (
p
< 0.05). Analyses of parental outcome reveal a significant decrease in maternal state anxiety in the
TG
after controlling for potential confounding variables (
p
< 0.05). Despite cultural and linguistic differences, the
PEERS
®
social skills intervention appears to be efficacious for teens with
ASD
in
K
orea with modest cultural adjustment. In an
RCT
, participants receiving the
PEERS
®
treatment showed significant improvement in social skills knowledge, interpersonal skills, and play/leisure skills, as well as a decrease in depressive symptoms and
ASD
symptoms. This study represents one of only a few cross‐cultural validation trials of an established evidence‐based treatment for adolescents with
ASD
.
Autism Res
2014, 7: 145–161
. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.]]></description><issn>1939-3792</issn><issn>1939-3806</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><recordid>eNo1kLtOwzAYhS0EEqUg8QgeWVJ8a2qPUSkXUYmqiWCMnOR3a0htZIcBJkZGnoSH4FF4ElJBp3N0pO8MH0KnlIwoIexcv4QR5WOxhwZUcZVwSdL9XZ8odoiOYnwkJCV8zAboI8NL7Rq_sW_Q4Kl3XfBt29ciWN1ib3C3BnyLfQDt8D2EaL3bzYvZbJnj7y-80AFc9_P-mcVoY9fjua-3fP5k2zb2Z9o661Z4Efwq6A02PuACwEX8YLs1zvKLY3RgdBvh5D-HqLicFdPrZH53dTPN5kk9YSJJoaECJqAFY0SChMZwaHRDqZIShFCKKWmqlIOgFa2VMVVDpdG64rXkVc2H6Ozvtg4-xgCmfA52o8NrSUm5FVj2AsutQP4LSHZmbA</recordid><startdate>201402</startdate><enddate>201402</enddate><creator>Yoo, Hee‐Jeong</creator><creator>Bahn, Geonho</creator><creator>Cho, In‐Hee</creator><creator>Kim, Eun‐Kyung</creator><creator>Kim, Joo‐Hyun</creator><creator>Min, Jung‐Won</creator><creator>Lee, Won‐Hye</creator><creator>Seo, Jun‐Seong</creator><creator>Jun, Sang‐Shin</creator><creator>Bong, Guiyoung</creator><creator>Cho, Soochurl</creator><creator>Shin, Min‐Sup</creator><creator>Kim, Bung‐Nyun</creator><creator>Kim, Jae‐Won</creator><creator>Park, Subin</creator><creator>Laugeson, Elizabeth A.</creator><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>201402</creationdate><title>A Randomized Controlled Trial of the K orean Version of the PEERS ® Parent‐Assisted Social Skills Training Program for Teens With ASD</title><author>Yoo, Hee‐Jeong ; Bahn, Geonho ; Cho, In‐Hee ; Kim, Eun‐Kyung ; Kim, Joo‐Hyun ; Min, Jung‐Won ; Lee, Won‐Hye ; Seo, Jun‐Seong ; Jun, Sang‐Shin ; Bong, Guiyoung ; Cho, Soochurl ; Shin, Min‐Sup ; Kim, Bung‐Nyun ; Kim, Jae‐Won ; Park, Subin ; Laugeson, Elizabeth A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c724-6ed14e7ea42208e8edf3edad11988e4499298fb63e41b1c9ffbd18faab3c83bc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Yoo, Hee‐Jeong</creatorcontrib><creatorcontrib>Bahn, Geonho</creatorcontrib><creatorcontrib>Cho, In‐Hee</creatorcontrib><creatorcontrib>Kim, Eun‐Kyung</creatorcontrib><creatorcontrib>Kim, Joo‐Hyun</creatorcontrib><creatorcontrib>Min, Jung‐Won</creatorcontrib><creatorcontrib>Lee, Won‐Hye</creatorcontrib><creatorcontrib>Seo, Jun‐Seong</creatorcontrib><creatorcontrib>Jun, Sang‐Shin</creatorcontrib><creatorcontrib>Bong, Guiyoung</creatorcontrib><creatorcontrib>Cho, Soochurl</creatorcontrib><creatorcontrib>Shin, Min‐Sup</creatorcontrib><creatorcontrib>Kim, Bung‐Nyun</creatorcontrib><creatorcontrib>Kim, Jae‐Won</creatorcontrib><creatorcontrib>Park, Subin</creatorcontrib><creatorcontrib>Laugeson, Elizabeth A.</creatorcontrib><collection>CrossRef</collection><jtitle>Autism research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Yoo, Hee‐Jeong</au><au>Bahn, Geonho</au><au>Cho, In‐Hee</au><au>Kim, Eun‐Kyung</au><au>Kim, Joo‐Hyun</au><au>Min, Jung‐Won</au><au>Lee, Won‐Hye</au><au>Seo, Jun‐Seong</au><au>Jun, Sang‐Shin</au><au>Bong, Guiyoung</au><au>Cho, Soochurl</au><au>Shin, Min‐Sup</au><au>Kim, Bung‐Nyun</au><au>Kim, Jae‐Won</au><au>Park, Subin</au><au>Laugeson, Elizabeth A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Randomized Controlled Trial of the K orean Version of the PEERS ® Parent‐Assisted Social Skills Training Program for Teens With ASD</atitle><jtitle>Autism research</jtitle><date>2014-02</date><risdate>2014</risdate><volume>7</volume><issue>1</issue><spage>145</spage><epage>161</epage><pages>145-161</pages><issn>1939-3792</issn><eissn>1939-3806</eissn><abstract><![CDATA[Impaired social functioning is a hallmark feature of autism spectrum disorder (
ASD
), often requiring treatment throughout the life span.
PEERS
®
(
P
rogram for the
E
ducation and
E
nrichment of
R
elational
S
kills) is a parent‐assisted social skills training for teens with
ASD
. Although
PEERS
®
has an established evidence base in improving the social skills of adolescents and young adults with
ASD
in
N
orth
A
merica, the efficacy of this treatment has yet to be established in cross‐cultural validation trials. The objective of this study is to examine the feasibility and treatment efficacy of a
K
orean version of
PEERS
®
for enhancing social skills through a randomized controlled trial (
RCT
).The
E
nglish version of the
PEERS
®
T
reatment
M
anual (
L
augeson &
F
rankel, 2010) was translated into
K
orean and reviewed by 21 child mental health professionals. Items identified as culturally sensitive were surveyed by 447 middle school students, and material was modified accordingly. Participants included 47 teens between 12 and 18 years of age with a diagnosis of
ASD
and a verbal intelligence quotient (
IQ
) ≥ 65. Eligible teens were randomly assigned to a treatment group (
TG
) or delayed treatment control group (
CG
). Primary outcome measures included questionnaires and direct observations quantifying social ability and problems directly related to
ASD
. Secondary outcome measures included scales for depressive symptoms, anxiety, and other behavioral problems. Rating scales for parental depressive symptoms and anxiety were examined to detect changes in parental psychosocial functioning throughout the
PEERS
®
treatment. Independent samples
t
‐tests revealed no significant differences at baseline across the
TG
and
CG
conditions with regard to age (14.04 ± 1.64 and 13.54 ± 1.50 years),
IQ
(99.39 ± 18.09 & 100.67 ± 16.97), parental education, socioeconomic status, or
ASD
symptoms (
p
< 0.05), respectively. Results for treatment outcome suggest that the
TG
showed significant improvement in communication and social interaction domain scores on the
A
utism
D
iagnostic
O
bservation
S
chedule, interpersonal relationship and play/leisure time on the subdomain scores of the
K
orean version of the
V
ineland
A
daptive
B
ehavior
S
cale (
p's
< 0.01), social skills knowledge total scores on the
T
est of
A
dolescent
S
ocial
S
kills
K
nowledge—
R
evised (
p
< 0.01), and decreased depressive symptoms on the
C
hild
D
epression
I
nventory following treatment (
p
< 0.05). Analyses of parental outcome reveal a significant decrease in maternal state anxiety in the
TG
after controlling for potential confounding variables (
p
< 0.05). Despite cultural and linguistic differences, the
PEERS
®
social skills intervention appears to be efficacious for teens with
ASD
in
K
orea with modest cultural adjustment. In an
RCT
, participants receiving the
PEERS
®
treatment showed significant improvement in social skills knowledge, interpersonal skills, and play/leisure skills, as well as a decrease in depressive symptoms and
ASD
symptoms. This study represents one of only a few cross‐cultural validation trials of an established evidence‐based treatment for adolescents with
ASD
.
Autism Res
2014, 7: 145–161
. © 2014 International Society for Autism Research, Wiley Periodicals, Inc.]]></abstract><doi>10.1002/aur.1354</doi><tpages>17</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1939-3792 |
| ispartof | Autism research, 2014-02, Vol.7 (1), p.145-161 |
| issn | 1939-3792 1939-3806 |
| language | eng |
| recordid | cdi_crossref_primary_10_1002_aur_1354 |
| source | Wiley Journals |
| title | A Randomized Controlled Trial of the K orean Version of the PEERS ® Parent‐Assisted Social Skills Training Program for Teens With ASD |
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