ERA

Download the full-sized PDF of Parental Experiences of a Parent-assisted Social Skills Intervention for Adolescents with Autism Spectrum DisorderDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R32V2CJ6G

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Graduate Studies and Research, Faculty of

Collections

This file is in the following collections:

Theses and Dissertations

Parental Experiences of a Parent-assisted Social Skills Intervention for Adolescents with Autism Spectrum Disorder Open Access

Descriptions

Other title
Subject/Keyword
Parent-assisted
Social Skills Intervention
Interpretive Inquiry
Case Studies
Asperger's
Teens
Children
Autism Spectrum Disorder
Social Skills Training
Case Study
Adolescents
Group Therapy
ASD
Hermeneutics
Aspergers
Narrative Analysis
Analysis of Narrative
Autism
Parental Experience
Social Skills
Social Skill
Intervention
PEERS
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Ee, Clarissa G
Supervisor and department
Smith, Veronica (Educational Psychology)
Examining committee member and department
Ellis, Julia (Elementary Education)
Rinaldi, Christina (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2014-08-07T13:58:57Z
Graduation date
2014-11
Degree
Master of Education
Degree level
Master's
Abstract
The Program for the Education and Enrichment of Relational Skills (PEERS) is a parent-assisted social skills program for teens with Autism Spectrum Disorder (ASD). In the PEERS program, the parents play a vital role in supporting and coaching their teen’s skill development. The purpose of this study was to explore parental experiences of participating in the PEERS program. Three families (four parents) were invited to share their experiences through interviews and their stories were crafted into three individual case studies. The following common themes emerged across the case studies: (a) appreciations and challenges of parent sessions (b) PEERS is different from other programs, (c) mechanics of skill development and maintenance, and (d) social triumphs from being part of PEERS. Collective suggestions for how to deliver PEERS in the future and clinical implications were discussed, along with the discussion on program delivery of social skills interventions for individuals with ASD for researchers and practitioners were presented.
Language
English
DOI
doi:10.7939/R32V2CJ6G
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication

File Details

Date Uploaded
Date Modified
2015-01-08T08:01:35.293+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (PDF/A)
Mime type: application/pdf
File size: 2078896
Last modified: 2015:10:12 17:20:34-06:00
Filename: Ee_Clarissa_GY_201408_MEd.pdf
Original checksum: 30009b408c18a724838d1ffb1d16ab80
Activity of users you follow
User Activity Date