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This pilot study examined an interpersonal skills seminar using elements of the PEERS® curriculum to teach conversational behaviors to three young adults attending a summer college transition program. A multiple probe across behaviors design was used. Visual analysis did not establish a functional relation between participation and acquisition of foundational conversational skills. Results support collaboration models for vocational rehabilitation agencies and higher education to provide targeted support for ASD students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-an-abbreviated-and-adapted-peers-curriculum-as-part-of-a-college-transition-program-for-young-adults-on-the-autism-spectrum-2023-vol-462-69-82/598347/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-an-abbreviated-and-adapted-peers-curriculum-as-part-of-a-college-transition-program-for-young-adults-on-the-autism-spectrum-2023-vol-462-69-82/598347.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the pilot study described in the abstract?","Question",{"text":112,"@type":113},"To investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on acquiring conversational behaviors for three young adults with autism spectrum disorder attending a college transition program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the intervention effect evaluated?",{"text":117,"@type":113},"A multiple probe across behaviors design was used, followed by visual analysis of whether participation related to acquisition of foundational conversational skills.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find regarding the relationship between participation and skill acquisition?",{"text":121,"@type":113},"Visual analysis did not establish a functional relation between participation and acquisition of foundational conversational skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598347,1792122452,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum  \nCareer Development and Transition for Exceptional Individuals  \n2023, Vol. 46(2) 69–82  \n© Hammill Institute on Disabilities 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434221098411](DOI: 10.1177/21651434221098411)[ ](DOI: 10.1177/21651434221098411)[cdtei.sagepub.com](cdtei.sagepub.com)  \nSarah K. Howorth, PhD, BCBA-D 1, Deborah L. Rooks-Ellis, PhD 1,  \nAlan Cobo-Lewis, PhD 1, Joshua Taylor, PhD 1, and Christine T. Moody, PhD2  \nAbstract  \nCollege students on the autism spectrum report the following support needs: interpersonal skills and coping with unexpected change. The purpose of this pilot study was to investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on the acquisition of conversational behaviors by three young adults on the autism spectrum who were attending a summer college transition program designed to help prepare and familiarize individuals with college living. A multiple probe across behaviors design was used. According to visual analysis, a functional relation was not established between participation and acquisition of foundational conversational skills. Our findings provide a model for how state vocational rehabilitation agencies and institutes of higher education can collaborate to provide effective support for college students with autism spectrum disorder.  \nKeywords  \ncolleges and universities, contexts, autism, disability groups, singlecase experimental, research methodology, social relationships/communication, transition area, state or federal systems, contexts  \nAutism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by differences in social communication and restricted, repetitive behaviors (American Psychiatric Association, 2013) . Each year, approximately 49,000 students diagnosed with ASD complete high school and about 16,000 of those students subsequently pursue higher education (Wei et al., 2016) . Once in college, autistic students face daunting interpersonal, emotional, and communication challenges both inside and outside of the classroom (Gobbo & Shmulsky, 2014) . National statistics confirm that only 39% of college students with ASD graduate from college, compared with 52% for the general population and 41% for all students with disabilities (Newman et al., 2011) .  \nCurrently, traditional accommodations offered by postsecondary institutions (e.g., extended time on tests and note-takers) do not adequately address the needs of college students on the spectrum. Enhancing faculty knowledge, academic supports, and available campus services related to the core features ofASD is essential to promoting success. Very few supports for these social communication challenges are offered at the post-secondary level (Tipton & Blacher, 2014) . Just as accommodations for reading are offered to college students with dyslexia due to the defining  \nfeature of their disability and associated challenges experienced by those with a dyslexia diagnosis, it is reasonable to make social skill supports available to college students with ASD for the defining feature of their disability.  \nSocial Communication Deficits and Postsecondary Outcomes  \nIndividuals on the autism spectrum may have difficulty joining group conversations, be unaware of appropriate topics for conversation, and misinterpret nonverbal language (Weiss & Rohland, 2015) . These social communication deficits often result in rejection and interpersonal isolation during adolescence and young adulthood and have a profound impact on the individual, faculty, classmates, parents, and the community (Simpson & McGinnis-Smith, 2018) . Social  \n1 University of Maine, USA  \n2Tarjan Center at UCLA and UCLA PEERS® Clinic, CA, USA  \nCorresponding Author: ","cbCaiokyXOHcNQIw","https://ap.wps.com/l/cbCaiokyXOHcNQIw","pdf",759746,14,"English","# Abstract\n## Study purpose and design\n## Findings and implications\n# Autism spectrum disorder context\n## Postsecondary challenges and graduation outcomes\n# Social communication deficits and outcomes\n## Social rejection, loneliness, and employment\n# ASD-specific disability support services\n## Current accommodations and research gaps","[{\"question\":\"What was the purpose of the pilot study described in the abstract?\",\"answer\":\"To investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on acquiring conversational behaviors for three young adults with autism spectrum disorder attending a college transition program.\"},{\"question\":\"How was the intervention effect evaluated?\",\"answer\":\"A multiple probe across behaviors design was used, followed by visual analysis of whether participation related to acquisition of foundational conversational skills.\"},{\"question\":\"What did the study find regarding the relationship between participation and skill acquisition?\",\"answer\":\"Visual analysis did not establish a functional relation between participation and acquisition of foundational conversational skills.\"}]","Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum - 2023, Vol. 46(2) 69-82 | PDF",1792086759,35]