McCrimmon, AdamAzarkam, Patricia2016-10-052016-10-0520162016Azarkam, P. (2016). Evaluating the Effects of Social Intervention on Social Cognition in Young Adults with High Functioning Autism Spectrum Disorder (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25973http://hdl.handle.net/11023/3409The current study examined the social cognition of young adults with “high functioning” autism spectrum disorder (HFASD) following the completion of a manualized social skills intervention. The Program for the Education and Enrichment of Relational Skills for Young Adults (PEERS-YA; Laugeson & Frankel, 2015) is a 16-week parent/caregiver-supported, evidence-based, out-patient clinical group intervention designed to help young adults with HFASD develop and maintain lasting friendships. Young adult participants and their parent/caregiver completed formal psychological measures of social skills and social cognition (emotional intelligence and theory of mind) at four time intervals: 1) baseline (3 months before the intervention), 2) pre-test (immediately before the intervention), 3) post-test (one week after the intervention), and 4) follow-up (3 months post-intervention). The results indicate significant improvements in parent-reported social skills and in emotional intelligence at post-test and at follow up, and in theory of mind at post-test. The implications of these findings will be discussed.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Educational PsychologyAutism Spectrum DisorderSocial interventionSocial SkillsSocial cognitionEmotional Intelligencetheory of mindmaster thesis10.11575/PRISM/25973