Remote PEERS ® for preschoolers: A pilot parent-mediated social skills intervention for young children with social challenges over telehealth.

Autor:	Factor RS; Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States., Glass L; Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States., Baertschi D; Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States., Laugeson EA; Department of Psychiatry and Biobehavioral Sciences, Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, Los Angeles, CA, United States.
Jazyk:	angličtina
Zdroj:	Frontiers in psychiatry [Front Psychiatry] 2022 Nov 29; Vol. 13, pp. 1008485. Date of Electronic Publication: 2022 Nov 29 (Print Publication: 2022).
DOI:	10.3389/fpsyt.2022.1008485
Abstrakt:	Introduction: Social differences characteristic of autism spectrum disorder (ASD) and other developmental disabilities are evident in early childhood and are associated with later difficulties. Unfortunately, there is a paucity of evidence-based interventions explicitly targeting social skills development for young children, few actively integrate parents and caregivers, and even fewer have remote models. The importance of providing accessible, tailored services for families in the wake of the COVID-19 pandemic, prompted the creation of a parent-mediated telehealth version of Program for the Education and Enrichment of Relational Skills (PEERS ® ) for Preschoolers (P4P), a pre-existing, evidence-based social skills intervention for children 4-6 years focused on making and keeping friends. Method: This methodological paper documents the implementation, feasibility, and satisfaction of a novel telehealth group-based delivery of P4P. Results: Qualitative results indicate acceptable feasibility and satisfaction. Additionally, following completion there was an increase in parental confidence in social coaching and increased use of child social skills. Discussion: Future work will evaluate quantitative outcomes and comparisons between delivery methods (e.g., telehealth vs. in-person). Competing Interests: Author EL receives royalties from Routledge publishing and John Wiley & Sons, Inc., for book sales related to the PEERS social skills curriculum. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2022 Factor, Glass, Baertschi and Laugeson.)
Databáze:	MEDLINE
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