A randomized controlled trial to examine the effectiveness of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®)

• Main Authors: Duvekot, J. (Author), Greaves-Lord, K. (Author), Idris, S. (Author), Jagersma, G. (Author), Maras, A. (Author), van der Ende, J. (Author), van Haren, N. (Author), van Pelt, B.J (Author)
• Format: Article
• Language: English
• Published: BioMed Central Ltd 2022
• Subjects: Adolescence; adolescent; Adolescent; autism; Autism Spectrum Disorder; Behavioral observation; Communication; controlled study; human; human relation; Humans; interpersonal communication; Interpersonal Relations; peer group; Peer Group; PEERS®; questionnaire; randomized controlled trial; social competence; Social Skills; Social skills intervention; Surveys and Questionnaires
• Online Access: View Fulltext in Publisher
• ISBN: 1471244X (ISSN)
• DOI: 10.1186/s12888-022-03913-3

Background: This study examines the effectiveness of the culturally adapted Dutch version of The Program for the Education and Enrichment of Relational Skills (PEERS®), utilizing a randomized control trial (RCT) with an active treatment control condition. Methods: 106 adolescents with ASD, aged 12–18 years, were randomly assigned to one of two group interventions: the experimental condition (PEERS®; n = 54) or the active treatment control condition (Regulation, Organization and Autonomy Didactics; ROAD; n = 52). Effects of interventions on social skills were primarily assessed using an observational measure (CASS – Contextual Assessment Social Skills). Secondary indices of social skills were self, parent and teacher reported questionnaire data (i.e., Social Responsiveness Scale; SRS, and Social Skills Improvement System; SSIS). Treatment satisfaction was also obtained from adolescents and their parents. Results: Results on the observational measure of social skills revealed improvements in positive affect, overall quality of rapport, as well as starting and ending a conversation, irrespective of condition. Compared to ROAD, PEERS® participants showed increased overall self-reported social skills (SSIS). Parent reports showed decreased overall social skill impairment (SRS) as well as improved social communication (SSIS subscale), with significantly more progress in the PEERS® group. Furthermore, parents of adolescents in the PEERS® group were significantly more satisfied with the intervention (M = 8.20, SD = 1.46) than parents of adolescents in the ROAD group (M = 7.52, SD = 1.45). The self-reported treatment satisfaction of adolescents did not differ between conditions. Teacher data showed decreased social skill impairment as measured with the SRS, irrespective of condition. Conclusions: This study reveals promising indications that the Dutch version of PEERS® enhances social skills in adolescents with ASD. Yet, further research is needed into how effectiveness can be optimized. Trial registration: Dutch trail register NTR6255 (NL6117) 08/02/2017 https://www.trialregister.nl/trial/6117 © 2022, The Author(s).