Review Malti Tuttle, Doris Hill, and Caroline Rothschild

Evidence-Based Social Skills Curricula for Adolescents With Autism and
Developmental Disabilities: A Literature Review
Malti Tuttle, Doris Hill, and Caroline Rothschild
Auburn University
A literature review of evidence-based social skills curricula that support adolescents
with autism and developmental disabilities (ASD/DD) is presented. This article provides
an overview of peer-reviewed articles and evaluation of the feasibility of implementing
evidence-based interventions for social skills within the academic setting for
adolescents in need of such interventions. The intent of this article is inform school
counselors of these resources and curricula.
Keywords: social skills, adolescents with disabilities, stakeholders, evidencebased curriculum, social skills, school counseling
Evidence-Based Social Skills Curriculum for Adolescents With Autism and
Developmental Disabilities: A Literature Review
Adolescents with disabilities often face various challenges within the academic
and social domains, requiring additional supports to be successful (Auger, 2013;
Stephens, Jain, & Kim, 2010). The number of students with autism spectrum disorder
and developmental disabilities (ASD/DD) in schools who receive special education
services is on the rise (Hall, 2015; Owens, Thomas, & Strong, 2011). With that, comes
the challenge of supporting students in the social-emotional domain. Therefore, it is
important that schools and stakeholders (special education teachers, school counselors,
administrators, and other professionals) remain acutely aware of students’ needs and
find ways to support students within the school setting.
Supportive activities may include individual meetings, group work, classroom
instruction, and facilitation of social skills. For some individuals, including those with
ASD/DD, research indicates that training in social skills yields positive results when
taught in a didactic manner using direct instruction strategies for those with social
challenges (Banda & Hart, 2010; Laugeson, 2014; Matson, 2007). It is the purpose of
this article to examine social skills programs and their feasibility for use by school
counselors and staff.
Deficits in social skills are a hallmark of individuals with autism (APA, 2013) and
common with other disabilities, such as intellectual disability, attention deficit
hyperactivity disorder [ADHD], and oppositional defiant disorder [ODD] (Gumpel, 2007;
Plavnick, Kaid, & McFarland, 2015). These deficits may present barriers for students
with regard to making and keeping friends, community inclusion (Gresham, 1981),
employment, and general quality of life (Guralnick, 2000). The gap in social skills can
become more pronounced during adolescence, and individuals with social deficits (a
core deficit of autism; APA, 2013) can become the target of bullying (Rosenblatt &
Carbone, 2013). One popular approach to teaching social skills is the use of direct
instruction in small groups usually consisting of three or more students (Leaf et al.,
2017). An implementation of social skills groups has been increasing, along with an
increase in empirical studies investigating their effectiveness for those with disabilities,
including descriptive analyses, single-subject designs, and group designs (Matson et
al., 2007; Sartini, Knight, & Collins, 2013; Kassardjiin et al., 2014; Laugeson, Frankel,
Gantman, Dillon, & Mogil, 2012). Although most studies occur in the clinical setting as
shown in this review, the hallmark of these programs includes a variety of procedures
implemented within an applied behavior analysis (ABA) framework, such as direct
instruction, pivotal response treatment, prompting, reinforcement, corrective feedback,
behavioral skills training, and incidental teaching (Rosenblatt & Carbone, 2013; Genc &
Vuran, 2013; Pence, Krubinski, Toner, & Hill, 2018).
Many adolescents who receive social skills training early in life as a preventative
measure are able to gain skills to assist in navigating future challenges (Vernon, Miller,
Ko, & Wu, 2016). This is important to note because adolescents with ASD/DD face
challenges with demonstrating social skills to a greater degree than typical peers, which
may impact relationships with peers, adults, and future employment. Social skills are
vital in assisting and equipping adolescents with techniques as they seek to build
friendships, acceptance into peer groups, and future work opportunities (Schohl et al.,
Many individuals with ASD/DD believe challenges involving communication and
social interaction are the most restricting components of their disorder (Lai, Lombardo,
& Baron-Cohen, 2014), which may be associated with decreased participation and
inclusion in social events or activities, and difficulty in forming and maintaining
relationships with peers (Petrina, Carter, & Stephenson, 2014). For all individuals,
adolescence is an important time of life for developing social and communication skills.
Through interactions with peers, social norms and unwritten rules of appropriate social
behavior are learned (McDonald & Crandall, 2015). For adolescents with ASD/DD in
particular, this time can be challenging as they reportedly experience high levels of
loneliness, low life satisfaction, anxiety, and depression (Murphy, Burns & Kilbey, 2017).
Petrina, Carter, Stephenson, and Sweller (2016) explain through their research that
frequency, quality, and reciprocity of friendships in children and adolescents with
ASD/DD are often lower than those of their peers who do not have ASD/DD. Research
has also been done to show that low friendship quality for children with ASD/DD is
positively correlated with self-reported depressive symptoms in these individuals (Pouw,
Rieffe, Stockmann, & Gadow, 2013).
Social Skills Programs
The authors of this article conducted a review of the literature during 2018 and
2019 (using a university library system data base and the search terms social skills,
school-based, evidence-based, disabilities, anxiety, autism, and school counseling).
Following the recommendations of school counseling researchers, evidence-based
social skills programs and interventions were examined (Carey, Dimmit, Hatch, Lapan,
& Whiston, 2008; McMahon & Patel, 2019). The authors focused on research in social
skills programs for pre-adolescents (ages 9-12) and adolescents (ages 13-19) with
ASD/DD (Table A1).
Social skills deficits seen in students with ASD were explored by Camargo,
Rispoli, Ganz, Hong, Davis, and Mason (2014) in their review of interventions using
single-case research design that targeted social interaction skills. The authors analyzed
previous research that employed behaviorally-based interventions to determine the
quality of such interventions used with children with ASD. Out of the 30 studies that that
were considered, 74 percent reported positive results, 21 percent reported mixed
results, and one study presented negative results from their interventions. It is important
to note that 74 percent of the studies considered also reported maintenance of social
skills learned from the interventions and that the majority of studies included male
participants at the preschool or elementary school level.
Several different social learning programs have been created and implemented
for children and adolescents with ASD/DD using interventions involving experiential
learning, modeling (including peer and video modeling), and behavior-based techniques
such as direct instruction and behavioral skills training. In 2011, DeRosier, Swick, Davis,
McMillen, and Matthews examined the efficacy of an intervention called Social Skills
GRoup INtervention-High Functioning Autism (S.S.GRIN-HFA) conducted in a clinical
small-group setting. Results from this video-based social skills intervention indicated
that those in the HFA group (compared to a control group) showed significant
improvement in social awareness, motivation for social interaction, communication and
In order to facilitate the social motivation and skillset to appropriately immerse
themselves in social experiences, adolescents (ages 12-17) with ASD participated in
the Social Tools and Rules for Teens (START) program in a clinical small group “clublike” setting. Vernon and colleagues (2016) used experiential learning, which
incorporates the act of reflection and active experimentation (Kolb, 1984), with
adolescents with ASD to participate in the START Program. The START program uses
a multi-component intervention to improve motivational, conceptual, and skill deficits in
adolescents with ASD. During this process, the participants learned through authentic
social experiences and reflections on these experiences. Individuals who participated in
the START program suggest that interaction with peers using an experiential learning
approach to teach adolescents how to effectively socialize with others is a helpful
intervention. Following participation, individuals showed improved social skills, social
motivation, and understanding of rules and expectations (Vernon et al., 2016).
In an effort to followup the Vernon et al (2016) study, a separate study was
conducted using randomized control trials (RCT) over 20 weeks with the same age
group as participants with ASD (12-17 years of age) (Vernon, Miller, Ko, Barrett &
McGarry, 2018). Results showed improvements in the intervention group when
comparing scores using SSIS scores (which moved from below average to average),
but the authors conceded that selection bias was a concern since there was a reliance
on parent and adolescent survey-based measures. Cotugno (2009) implemented a 30
week intervention for 18 students (intervention and control groups). Students in the
intervention group showed improvements in social skills compared to the control group
based on teacher/parent ratings. Tse, Strulovitch, Tagalakis, Linyan, & Fombonne
(2007) found similar results using a published Skillstreaming curriculum across 12
weeks (90-minute sessions) with students 13-18 years of age (46 total students). This
intervention was conducted in a clinical setting after the regular school day.
Recent research suggests that behavioral skills training (BST) can be effective in
supporting the learning and maintenance of social skills for those impacted by ASD/DD
(Nuhu, Niefield, Palmier, Pence, & Hill, 2017). One study found that teaching caregivers
how to use BST supports development in the individual with ASD/DD as they learn
specific social skills, and in situ training can be used for generalization of these skills to
the child’s natural environment (Hassan et al., 2018). A similar study was conducted by
Dogan et al. (2017) where parents were trained to use BST as an intervention for their
child with ASD/DD who was learning social skills. This study demonstrated that parents
were successfully able to use behavioral skills training as a useful intervention for their
children with social skill deficits due to ASD/DD.
Tiura, Kim, Detmers, and Baldi (2017) took a longitudinal approach to evaluating
the outcomes of ABA treatment outcomes for children with ASD. Children who received
ABA therapy were measured before and after treatment for communication skills, socialemotional, adaptive behavior, and physical development. The study found that through
longitudinal analysis and by examining participants’ differing characteristics, ABA
therapy was long-lasting for children and adolescents with ASD (Tiura et al., 2017).
These studies also took place in clinical settings. Even interventions involving theater
participation for individuals with ASD/DD (ages 12-17) in a community setting
incorporated behavioral strategies such as peer modeling and video modeling (Corbett
et al., 2011).
Wolstencroft, Robinson, Srinivasan, Kerry, Mandy, and Skuse (2018) examined
group social skills programs (ages 6-25) that used randomized control trials (RCTs).
They found 10 studies that fit their criteria and studied whether intervention-specific
factors (e.g., type of parent group, delivery method, or duration) had a moderating
impact on knowledge or performance improvement. One of the concerns that this study
noted was risk of parent response bias since they were participants in parent facilitation
interventions (McMahon, Lerner, & Britton, 2013; Wolstencroft et al., 2018). All studies
included in the Wolstencroft et al. (2018) and McMahon et al. (2013) syntheses were
conducted outside the school setting.
Several studies evaluated manualized social skills programs. An intervention
titled the Superheroes Social Skills Program (Jenson et al., 2011; Murphy, Radley, &
Helbig, 2017) used a bi-weekly manualized training and was implemented with four
adolescents (middle school aged) with ASD across 9 weeks (20-30 minute sessions)
that targeted behaviors such as body basics (body language), participation, and
communicating wants and needs. These skills were taught to the adolescents
participating through modeling and videos of superhero characters acting out specific
skills. Demonstration of social skill accuracy increased as a result of the study, but
except for one participant, sociometric status did not change from pre- to post-tests.
One school psychologist implemented a pull-out program in school with four children
with high-incidence disabilities and four typically developing peers at a public
elementary school. This program also used evidence-based practices (e.g., videomodeling, peer mediation, social stories, and self-management). Two sessions were
taught per week. Results indicated that this intervention was effective for decreasing
aggressive behaviors and increasing positive responses in both the treatment setting
and the generalized school recess setting. Results were also maintained at a follow-up
measurement conducted two weeks later. Overall, this study found that the
Superheroes Social Skills Program was an effective intervention for children with highincidence disabilities and externalizing behaviors in a school setting (Hood, 2011).
A second manualized peer-reviewed program to teach social skills is called
ACCESS (adolescent curriculum for communication and effective social skills; Walker,
Todis, Holmes, & Horton, 1988). This program was designed to teach the social skills
necessary to support individuals with mild and moderate learning disabilities and
includes skills important for school, community, and employment environments. There
are 31 social communication skills within ACCESS distributed across 3 primary
domains, (1) peer-related social skills, (2) adult-related social skills, and (3) self-related
social skills (Table A2). Walsh, Holloway, and Lydon (2018) evaluated this program and
added video modeling. Pre- and post-test results (direct observation and rating scales)
and a multiple probe design were used while working with young adults with autism
(ages 18-22) seeking employment. Results showed significant increases in target social
skills and a significant decrease in problem behaviors following the ACCESS
intervention. Evidence of maintenance and generalization were also demonstrated in
this study. The ACCESS social skills curriculum identified is designed to teach skills in
the school, community, and employment setting (Walker et al., 1988; Walsh, Holloway,
& Lydon, 2017).
The CONNECTIONS Social Skills Program is unique in that it has been offered
as part of transition services through vocational rehabilitation in one southeastern state
since 2009. The curriculum focuses on social skills with the goal of attaining and
maintaining employment (Wadsworth, Nelson, Rossi, & Hill, 2016). If offered in a school
setting, it could be a focus for transition age youth. It is currently offered in the
community setting in the evening. Table A3 outlines the didactic lessons of the
CONNECTIONS curriculum.
The Program for the Evaluation and Enrichment of Relational Skills (PEERS®)
provides social skills learning in a manualized format for adolescents and their parents
(Laugeson & Frankel, 2010). Social Skills for Teenagers with Developmental and Autism
Spectrum Disorders: The PEERS® Treatment Manual is a research-based, parentassisted, social skills program for teens (ages 13-18) with ASD/DD and social
challenges. The curriculum was developed to assist teens with ASD/DD to develop
social skills, including conversational skills, using humor, and handling disagreements
and rejection (Laugeson & Frankel, 2010; Schohl et al., 2014; Semel Institute for
Neuroscience and Human Behavior, 2019). The original PEERS® curriculum is
implemented once a week for fourteen-weeks with each session lasting ninety minutes
and is offered outside of school. Table A4 outlines PEERSTM didactic lessons, sessions
and topics. The research base for PEERS® includes the use of randomized waitlistcontrolled trials both in the United States and China, pre- to post-testing reports by
parents on social responsiveness, and other social scales as well as autistic symptoms
(Laugeson, 2014; Laugeson, Ellingsen, Sanderson, Tucci, & Bates, 2014; Schohl et al.,
2014; Shum et al., 2019).
PEERS® In the School Setting
In addition to the out of school curriculum, The PEERS® Curriculum for SchoolBased Professionals was developed based on a need identified while implementing the
original curriculum and is an option for schools to implement the program within the
school day (Laugeson, 2014). The school-based curriculum was adapted by the original
authors of PEERS® to include a teacher-facilitated model conducted in the school
setting. The school-based curriculum is presented daily for 30-60 minutes compared to
the 90-minute weekly model and consists of 16-weeks of lessons. This school-based
version also includes “perspective taking” lessons to teach how the other person feels
when in similar situations. Laugeson’s (2014) school-based curriculum discusses the
challenge and the need for active collaboration between professionals and families for
such a program to be effective. The PEERS® curriculum addresses many areas through
a didactic format. Additionally, since stakeholders such as school counselors are
specifically trained to work with students by building relationships and evoking selfreflection, they are ideally positioned to provide social skills training (Kozlowski, 2013).
It is imperative that a collaborative approach take place to foster success for
school counselors when seeking social skills interventions for students, especially
students with ASD/DD. Friend and Cook (2013) discuss the importance of school
professionals to collaborate when working with one another. Therefore, key
stakeholders (e.g., school counselors, special education teachers, classroom teachers,
and parents) are in a position to identify the strengths and needs of students with
ASD/DD while helping students set goals related to their academic, social/emotional,
and career readiness (ASCA, 2012; Friend & Cook, 2013). As collaborators and
consultants, school counselors are able to build partnerships and relationships with key
stakeholders in order to serve all students’ needs.
Collaboration is essential when implementing programs that impact students
whose needs are addressed by various school stakeholders. Collaboration across
disciplines such as school counseling, special education, speech, occupational
therapists, mental health, and board certified behavior analysts may be highly
beneficial, considering that school counselors’ time may be limited as it pertains to
facilitating small groups. Therefore, these groups could be co-led by stakeholders, such
as speech pathologists and special education teachers.
Delivering such small group interventions in the school setting can be challenging
and may require collaboration. With the focus on academics and statewide testing,
social skills training often may not be considered a priority. But deficits in social skills
will impact an individual for life (e.g., establishing lasting friendships, building
relationships, becoming involved in the community, gaining long-term employment, and
reducing social anxiety and depression) across many contexts (Walsh et al., 2018). If
the time and commitment necessary to deliver such a program is given, there is
potential to yield long-term results for individuals with disabilities as they transition to
Implications for School Counselors
School counselors are positioned and skilled to support students with disabilities
particularly in the academic, career, and social-emotional domains (ASCA, 2012, ASCA,
2016). The American School Counselor Association’s [ASCA] position statement “The
School Counselor and Students with Disabilities” (2016) outlines the role school
counselors play as advocates for students with disabilities. The position statement
specifically claims that “school counselors are committed to helping all students realize
their potential and meet or exceed academic standards with consideration for both the
strengths and challenges resulting from disabilities and other special needs” (2016,
para. 1). The challenge is finding the time and resources to implement effective
School counselors often work with children and adolescents with disabilities (e.g.,
ASD) in the areas of social skills (Auger, 2013). Social skills training may be provided
through individual counseling, group counseling, classroom curriculum lessons, and/or
other elements of a comprehensive school counseling program (ASCA, 2012). Although
school counselors are able to provide social skills training to students, time constraints
limit the depth and duration of these services. Individual and group counseling sessions
typically last for 30 to 45 minutes within the school setting for a determined amount of
sessions. Classroom core curriculum lessons are an opportunity for school counselors
to provide services to assist student social-emotional development; however, this might
not always be an possibility since academic time is precious and recognized as a
priority over counseling-based activities (Kozlowski, 2013).
Previous research indicates the value and power of small group counseling,
especially for adolescents with disabilities (Stephens et al., 2010). Students with
disabilities who face challenges in interacting with peers and adults, navigating social
norms, and forming friendships are in the position to benefit from receiving social skills
interventions (Auger, 2013). Several social skills curricula and programs are available
for school counselors to utilize when working with students either in classroom core
curriculum lessons, small groups, and/or individual counseling sessions.
These resources are often created by the school counselor or purchased through
publication companies or from practitioners in the field; however, evidence-based
resources are most likely to provide appropriate and meaningful interventions to support
students with ASD/DD. Furthermore, school counselors should remain cognizant when
selecting interventions to ensure that the skills addressed equip students with real world
situations which realistically portray what occurs in the school setting.
School stakeholders are in a position to provide evidence-based social skills
learning opportunities for students with ASD/DD in order to enhance not only school
success, but success in relationships, the community, and work. This review of existing
interventions highlights those using a manualized curriculum as effective. Furthermore,
collaboration among school stakeholders allows continuity of care and integration of
specialty areas as well as social skills training as outlined in a student’s IEP and
practice and generalization in authentic school versus clinical settings.
Since many studies used parent ratings from the social responsiveness scale
(SRS) and social skills rating system (SSRS) as assessment measures, there exists a
risk of assessment bias since parents are often program participants (which is a
limitation of most of the research included in this review). This bias is considered to be a
weakness of many social skills studies and should be taken into consideration when
choosing an intervention. In addition, without information regarding evidenced-based
interventions (within school settings) that address adolescent social skills deficits,
stakeholders may have fewer effective interventions for their target population
(Camargo et al., 2014). It was the purpose of this article to provide guidance on
available evidence-based social skills interventions and the allocation of time required in
the school setting to assist stakeholders in selecting effective interventions. The results
of this review point to the use of manualized instruction in social skills for those with
ASD/DD as an effective intervention. These manualized interventions, when taught in a
didactic manner using direct instruction strategies for those with social challenges
appear to yield positive results (Banda & Hart, 2010; Laugeson, 2014; Matson, 2007).
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Table A1
Comparison of Social Skills Programs
Study Independent Variable(s) Results
Carmago et al. (2014)
*ABA therapy interventions for
social-emotional development (30
Improved outcomes compared to
baseline for target behaviors of 55
students ages 3-21 with ASD
Cotugno, A.J. (2009)
Group Intervention
*30-week, group-based intervention
for 18 students 7-11 years old with
Use of intervention and control group
with pre- and post-intervention results
for both groups showed
improvements in social skills based
on parent and teacher ratings
Corbett et al. (2010)
SENSE Theater
Theater based intervention using
Peer-models and video modeling
Improvements in facial recognition
and theory of mind skills for 8
individuals (ages 6-17) with ASD
DeRosier et al. (2011)
*15-week curriculum intervention
with three modules for children
Increased social skills for children 8-
12 years old for targeted group (n=27)
compared to control group (n=28)
based on parent feedback
Dogan et al. (2017)
*Parent implemented BST to teach
social skills
Parents (n=4) were trained to
implement BST with their children
with ASD. Non-concurrent MBL
across parent/child dyads showing
improvement in social skills teaching
Genc & Vuran (2013)
*Meta-analysis of studies using PRT
to teach targeted social skills
23 studies met criteria for inclusion
(single subject) with varying degrees
of rigor and success
Hassan et al. (2018)
*BST for caregivers with
generalization in natural
environments for children with ASD
Parent success of implementation
was dependent on the in-situ (natural
environment) component
Laugeson et al. (2014)
*School-based intervention for
*30 min. each day across 14 weeks
73 adolescent participants, parents
and teachers
Increase in independent social skills
interactions through an effective
teacher facilitated curriculum
Laugeson & Frankel
*Direct instruction of specific social
skills with parent facilitation after
training both parents and
Parent/student reporting of increased
independent friend-making skills
Murphy et al. (2017)
Superheroes Social Skills
*Curricula presented twice a week
(20-30 min) for 9 weeks (4
participants). Percentage of accurate
skill-steps measured
Multiple baseline across behaviors
(skill-steps) improved social skill
accuracy but did not change
sociometric status from pre to posttest
Tiura et al. (2017) *ABA therapy interventions for 9
social-emotional development
Improved outcomes compared to
baseline for target behaviors
Study Independent Variable(s) Results
Tse et al. (2007)
*Use of manual “Skillstreaming the
Adolescent” (90 min. 12-week
Students with HFA showed
improvement using a small group (7-8
students) and pre- and post-test
results (46 total students)
Vernon et al (2016;
START Program
*Experiential Learning (from Kolb,
90 min. ea. week for 20 weeks
Comparison of SSIS/SRS scores
RCT used in 2018 study
Improved social skills, social
motivation, and understanding of
rules and expectations for 6 (2016)
and 44 (2018) participants (ages 12-
17). Surveys indicated satisfaction by
parents and participants
Vernon el al. (2017)
ACCESS Program
*Use of ACCESS social skills
curriculum for school, community,
and employment
31 skills across 3 domains
Pre- and post-tests and multi-probe
design showed decline in problem
behavior and increase in social skills
Wadsworth et al. (2016)
*Use of CONNECTIONS social skill
for individuals qualified through
Vocational Rehabilitation
Securing of employment is the
outcome measure for 10 years since
its development
Note: ABA=applied behavior analysis; BST=behavioral skills training; HFA=high functioning autism; MBL=multiple
baseline design; PEERS=program for the evaluation and enrichment of relational skills; PRT=pivotal response
training; RCT-randomized control trial; SENSE-Social Emotional NeuroScience Endocrinology; S.S.GRIN-HFA=social
skills GRoup INtervention-high functioning autism; START=social tools and rules for teens
Table A2
Manualized ACCESS Social Skills Program Targeted Skills*
1. Triple A Strategy (Assess, Amend, Act)
Peer-Related Domain Adult-Related Domain Self-Related Domain
2. Listening
3. Greeting other people
4. Joining in with others
5. Having conversations
6. Borrowing
7. Offering assistance
8. Complimenting
9. Showing a sense of humor
10. Keeping friends
11. Interacting with the
opposite sex
12. Negotiating with others
13. Being left out
14. Handling group pressure
15. Expressing anger
16. Coping with aggression
17. Getting adult attention
18. Disagreeing with adults
19. Responding to requests
from adults
20. Doing quality work
21. Working independently
22. Developing good work
23. Following classroom rules
24. Developing good study
25. Taking pride in your
26. Being organized
27. Using self-control
28. Doing what you agreed to
29. Accepting the
consequences of your
30. Coping with being upset or
31. Feeling good about yourself
Note. * ACCESS includes role play cards and a targeted skills list for each lesson
Walker et al., 1988; Walsh, Holloway, & Lyndon, 2018
Table A3
Didactic Lessons (CONNECTIONS/PEERS)
Lesson Connections PEERS
Week 1 First Impressions
Holding Conversations
Telephone Skills
Conversational Skills I (Trading
Week 2 Understanding Strengths
Working in Groups
Conversational Skills II (Two-way
Week 3 Dealing with Anger and Anxiety Conversational Skills III
(Electronic Communication)
Week 4 Group Outing: Mall Choosing Appropriate Friends
Week 5 Dating and Boundaries
Complimenting Others
Appropriate Use of Humor
Week 6 Group Outing: Movie Entering a Conversation
Week 7 Dining Etiquette Exiting a Conversation
Week 8 Group Outing: Restaurant Get-Togethers
Week 9 Conflict Resolution
Good Sportsmanship
Week 10 Group Outing: Bowling Rejections I: Teasing and Embarrassing
Week 11 Job Interviewing Skills Rejections II: Bullying and Bad
Week 12 Mock Interviews Handling Disagreements
Week 13 Ending Celebration Rumors and Gossip
Week 14 Final Lesson and Graduation
Note. Wadsworth et al., 2016; Laugeson, 2014
Table A4
PEERS Social Skills Didactic Lessons
Lesson Title
Week 1 Conversational Skills (Trading Information)
Week 2 Conversational Skills II (Two-way Conversations)
Week 3 Conversational Skills III (Electronic Communication)
Week 4 Choosing Appropriate Friends
Week 5 Appropriate Use of Humor
Week 6 Entering a Conversation
Week 7 Exiting a Conversation
Week 8 Get-Togethers
Week 9 Good Sportsmanship
Week 10 Rejections I: Teasing and Embarrassing Feedback
Week 11 Rejections II: Bullying and Bad Reputations
Week 12 Handling Disagreements
Week 13 Rumors and Gossip
Week 14 Final Lesson and Graduation
Note. Laugeson, 2014

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