Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS Social Skills Intervention on Social Behavior Among Females with ASD.

Citation data:

Journal of autism and developmental disorders, ISSN: 1573-3432, Vol: 47, Issue: 7, Page: 2282-2289

Publication Year:
2017
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Repository URL:
https://epublications.marquette.edu/psych_fac/344
PMID:
28391452
DOI:
10.1007/s10803-017-3121-5
Author(s):
McVey, Alana J.; Schiltz, Hillary; Haendel, Angela; Dolan, Bridget Kathleen; Willar, Kirsten S.; Pleiss, Sheryl; Karst, Jeffrey S.; Carson, Audrey M.; Caiozzo, Christina; Vogt, Elisabeth M.; Van Hecke, Amy V. Show More Hide
Publisher(s):
Springer Nature; Springer
Tags:
Psychology; Autism; ASD; Females; Intervention; Social skills
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article description
A paucity of research has been conducted to examine the effect of social skills intervention on females with ASD. Females with ASD may have more difficulty developing meaningful friendships than males, as the social climate can be more complex (Archer, Coyne, Personality and Social Psychology Review 9(3):212-230, 2005). This study examined whether treatment response among females differed from males. One hundred and seventy-seven adolescents and young adults with ASD (N = 177) participated in this study. When analyzed by group, no significant differences by gender emerged: PEERS knowledge (TASSK/TYASSK, p = .494), direct interactions (QSQ, p = .762), or social responsiveness (SRS, p = .689; SSIS-RS, p = .482). Thus, females and males with ASD respond similarly to the PEERS intervention.