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

  • Author / Creator
    Ee, Clarissa G
  • 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.

  • Subjects / Keywords
  • Graduation date
    2014-11
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R32V2CJ6G
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Specialization
    • Psychological Studies in Education
  • Supervisor / co-supervisor and their department(s)
    • Smith, Veronica (Educational Psychology)
  • Examining committee members and their departments
    • Ellis, Julia (Elementary Education)
    • Rinaldi, Christina (Educational Psychology)