Examining the Effectiveness of a Social Skill Intervention on Social Skills and Emotional Intelligence in Adolescents with High Functioning Autism Spectrum Disorder
Abstract
This study examines the relation between social skills and emotional intelligence in adolescents with High Functioning Autism Spectrum Disorder following completion of the Program for the Education and Enrichment of Relational Skills (PEERS; Laugeson & Frankel, 2010). PEERS is a 14-week manualized, caregiver-assisted, evidence-based social skills intervention for adolescents designed to teach the skills required to develop and maintain meaningful relationships. Measures of social skills and emotional intelligence were examined one week prior to participation in PEERS (T1), one week after (T2), and 16 weeks following completion of PEERS (T3). Results indicate significant improvements in social skills and overall emotional intelligence from T1 to T2. A significant positive correlation between social skills and emotional intelligence was found at T1 and T2 for self-report, but caregiver-reported social skills and emotional intelligence were only significant at T1. Additionally, poor reliability of change scores prevented the prediction of social skills from emotional intelligence.
Description
Keywords
Educational Psychology
Citation
Murphy, K. A. (2017). Examining the Effectiveness of a Social Skill Intervention on Social Skills and Emotional Intelligence in Adolescents with High Functioning Autism Spectrum Disorder (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26023