ABSTRACT

The purpose of this study was to examine the effects of the PEERS®(Program for the Education and Enrichment of Relational Skills®) intervention on social interaction among adolescents with developmental disabilities, including those diagnosed with autism spectrum disorder or exhibiting autistic traits alongside intellectual disabilities. To achieve this, a multiple probe baseline design across groups was employed, consisting of baseline, intervention, maintenance, and generalization phases. A total of 25 participants—13 adolescents with developmental disabilities aged 12 to 15 (from 6th grade to 9th grade) and 12 of their parents—took part in the study. The independent variable was the PEERS®, adapted to accommodate the needs of participants with cognitive challenges. The intervention was conducted twice a week over 12 sessions. Adolescents participated in face-to-face sessions, while parents received pre-recorded lectures. To measure the intervention’s effectiveness, initiation and response behaviors during social interactions were selected as dependent variables and data were collected during a 10-minute free activity period. Data analysis included Tau-U and PND to calculate effect sizes, and anecdotal analysis to capture the qualitative aspects of participants’ behaviors. Results showed that PEERS® had a “highly effective and strong” impact on both initiation and response behaviors, with PND reaching 100% and Tau-U values at 1.0. Improvements were observed not only in the frequency of interactions but also in the quality of peer relationships—such as increased confidence, emotional engagement, and interest in peers. These effects were maintained at follow-ups conducted 7, 4, and 2 weeks after the intervention. Furthermore, the gains generalized to inclusive classroom settings.Based on these findings, implications, limitations, and suggestions for future research were discussed.

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