Teens with high-functioning autism participated in a 14-week social skills program. In a series of 90-minute weekly sessions the students were taught to interact in real-world social situations through role playing and homework assignments. The teens’ parents also attended sessions to learn how to appropriately coach their kids at home. Results indicated that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social communication, social cognition, social awareness, social motivation, assertion, cooperation, and responsibility, while decreasing autistic mannerisms and increasing the frequency of peer interactions. Independent teacher ratings revealed significant improvement in social skills and assertion from pre-test to follow-up assessment. Examination of the strength of improvement indicated maintenance of gains in nearly all domains with additional treatment gains at a 14-week follow-up assessment. “This is exciting news,” commented Elizabeth Laugeson, an assistant clinical professor of psychiatry at the University of California, Los Angeles who led the study. “It shows that teens with autism can learn social skills and that the tools stick even after the program is over, improving their quality of life and helping them to develop meaningful relationships and to feel more comfortable within their social world.”

Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R.,  &  Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: The UCLA PEERS Program. Journal of Autism and Developmental Disorders, 42, 1025-1036. DOI:10.1007/s10803-011-1339-1