PEERS® for School-Based Professionals via Zoom as a Pre-Employment Transition Service
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| Title: | PEERS® for School-Based Professionals via Zoom as a Pre-Employment Transition Service |
|---|---|
| Language: | English |
| Authors: | Sarah K. Howorth (ORCID |
| Source: | Journal of Special Education Technology. 2025 40(3):400-410. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Transitional Programs, Skill Development, Interpersonal Competence, Young Adults, Adolescents, Autism Spectrum Disorders, Program Effectiveness, Vocational Rehabilitation, Symptoms (Individual Disorders), Severity (of Disability), Communication Skills, Videoconferencing, Electronic Learning, Rural Areas |
| Assessment and Survey Identifiers: | Social Responsiveness Scale |
| DOI: | 10.1177/01626434241298949 |
| ISSN: | 0162-6434 2381-3121 |
| Abstract: | Previous research has shown that conversational language predicts vocational independence and friendship development. This study investigated the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS®) for School-Based Professionals delivered via Zoom as a pre-employment transition service on the social competence of teens and young adults with autism spectrum disorder (ASD). The program was administered weekly by vocational rehabilitation counselors via telehealth. A Quasi-experimental pilot design using pre/post-test analysis was used because all students in the vocational rehabilitation case management telehealth group indicated a desire to participate in the PEERS® training, leaving none available to form a comparison group. Results indicate a decrease in the severity of ASD symptomatology regarding social communication and an increase in conversational skills associated with vocational independence. They were invited to and hosted more get-togethers with peers who shared their interests, a measure of future collegiality. Implications for individuals on the autism spectrum and employment transition service providers are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477568 |
| Database: | ERIC |
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