Outcomes in PEERS® for Adolescents Across Neurodevelopmental Disorders: ADHD, Autism, and Their Co-occurrence
Zoe F. Geannopoulos, Christine T. Moody, Hadley A. McGregor, Daliah Baertschi, Shannon M. Bates, Elizabeth A. Laugeson
Abstract
Abstract Objectives Autistic individuals and those diagnosed with ADHD are at greater risk for social difficulties, with evidence suggesting that the co-occurrence of these neurodevelopmental disorders may further exacerbate social challenges. Though social skill interventions have strong empirical support in autistic populations, fewer evidence-based social skill interventions for adolescents with ADHD exist. Further, the impact of co-occurring autism and ADHD diagnoses on social skill treatment response is unknown. This study aimed to investigate the comparative efficacy of the evidence-based PEERS ® for Adolescents social skills intervention in adolescents with ADHD, autistic adolescents, and adolescents with co-occurring ADHD and autism. Methods Adolescents ( N = 144; ADHD, n = 43; Autism, n = 60; ADHD + Autism, n = 41) and their parents participated in PEERS ® for Adolescents and completed questionnaires on social functioning at pre- and post-intervention. PEERS ® for Adolescents is a 16-week, parent-assisted social skills intervention that teaches ecologically valid skills related to making and keeping friends as well as handling conflict and rejection in peer relationships. Results At baseline, a MANCOVA revealed significant differences in social behavior by diagnostic group (ADHD, Autism, ADHD + Autism), F (10,218) = 3.60, p < .001. However, in a repeated measures MANCOVA, no significant differences in treatment response following PEERS ® for Adolescents across diagnostic groups emerged, F (10,214) = 1.34, p = .209. As a whole, participants significantly improved across all assessed outcomes. Conclusion Results suggest that adolescents with ADHD, with or without a co-occurring autism diagnosis, benefit from the novel extension of PEERS ® for Adolescents, showing improved social skill proficiency and decreased problem behaviors.