{"id":16902,"date":"2024-08-27T15:41:18","date_gmt":"2024-08-27T20:41:18","guid":{"rendered":"https:\/\/last-drum.flywheelsites.com\/?p=16902"},"modified":"2024-10-16T11:52:02","modified_gmt":"2024-10-16T16:52:02","slug":"social-skills-and-autism-2024","status":"publish","type":"post","link":"https:\/\/autism.org\/social-skills-and-autism-2024\/","title":{"rendered":"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-first\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:13.3333%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_2_3 2_3 fusion-two-third\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:65.3333%; margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-1\"><p><span style=\"font-weight: 400;\"><a href=\"#jump\">Dr. Elizabeth Laugeson<\/a> discusses the importance of friendships during development and the prevalence of peer rejection and neglect across populations. She introduces The Program for the Education and Enrichment of Relational Skills (PEERS\u00ae), a parent-assisted social skills training program initially developed in 2004 for children and young adults experiencing difficulty with social interactions. The speaker walks through two skill snapshots, showing how combining role-play videos, collaborative questions, and peer practice helps participants learn and get comfortable with new skills. Laugeson outlines research underscoring the efficacy of PEERS\u00ae programs across groups and explains how online PEERS\u00ae delivery yields the same results as in-person training. She provides a list of free resources and thanks before the Q&amp;A.\u00a0<\/span><\/p>\n<p>Handouts are online in PDF format <a href=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/08\/Laugeson.pdf\">HERE<\/a><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-video fusion-youtube fusion-aligncenter\" style=\"--awb-max-width:600px;--awb-max-height:360px;--awb-width:100%;\"><div class=\"video-shortcode\"><div class=\"fluid-width-video-wrapper\" style=\"padding-top:60%;\" ><iframe title=\"YouTube video player 1\" src=\"https:\/\/www.youtube.com\/embed\/B4owNF07CdI?wmode=transparent&autoplay=0\" width=\"600\" height=\"360\" allowfullscreen allow=\"autoplay; fullscreen\"><\/iframe><\/div><\/div><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-2\"><h2><b>In this Webinar:\u00a0<\/b><\/h2>\n<p><strong>1:30<\/strong> &#8211; Speaker introduction &amp; disclosures<br \/>\n<strong>3:05<\/strong> &#8211; Peer rejection and neglect<br \/>\n<strong>11:15<\/strong> &#8211; PEERS\u00ae programs<br \/>\n<strong>14:14<\/strong> &#8211; Targeted skills<br \/>\n<strong>18:00<\/strong> &#8211; Skill snapshot: Peer entry\/engagement<br \/>\n<strong>29:00<\/strong> &#8211; Skill snapshot: Handling teasing<br \/>\n<strong>33:40<\/strong> &#8211; Research outcomes<br \/>\n<strong>39:20<\/strong> &#8211; Telehealth delivery<br \/>\n<strong>45:20<\/strong> &#8211; Resources<br \/>\n<strong>55:30<\/strong> &#8211; Q&amp;A<\/p>\n<h2><b>Friendships and social skills<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Laugeson notes common social differences experienced by autistic children and teens, including difficulty with social communication and quality friendships <\/span><b>(3:05)<\/b><span style=\"font-weight: 400;\">. She explains that meaningful friendships predict later life adjustment, buffer the impact of stressful life events, and are positively correlated with self-esteem and independence <\/span><b>(9:45)<\/b><span style=\"font-weight: 400;\">. However, research suggests that around 30% of all youth experience social rejection (seeking out peers and being pushed away) or neglect (avoiding peers though they want to have friends), underscoring the importance of teaching social skills to autistic and allistic (non-autistic) youth <\/span><b>(6:28)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.wiley.com\/en-us\/The+Science+of+Making+Friends%3A+Helping+Socially+Challenged+Teens+and+Young+Adults-p-9781118416501\"><i><span style=\"font-weight: 400;\">The Science of Making Friends<\/span><\/i><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/li>\n<\/ul>\n<h2><b>PEERS<\/b><b>\u00ae<\/b><b> programs background<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">The Program for the Education and Enrichment of Relational Skills (PEERS\u00ae) is a parent-assisted social skills program for teens and young adults. Individuals who benefit from the PEERS\u00ae programs <\/span><i><span style=\"font-weight: 400;\">want <\/span><\/i><span style=\"font-weight: 400;\">to learn social skills often applicable to instances of peer rejection or peer neglect <\/span><b>(4:20)<\/b><span style=\"font-weight: 400;\">. The\u00a0 PEERS\u00ae programs are one of the only evidence-based <\/span><b>(12:45)<\/b><span style=\"font-weight: 400;\">, cross-culturally validated <\/span><b>(14:14)<\/b><span style=\"font-weight: 400;\"> training programs available in more than twelve languages across 150 countries. Targeted skills within PEERS\u00ae programs include finding and choosing good friends\/partners, conversational skills, humor, online communication, conflict management, and rejection skills, to name a few <\/span><b>(14:40)<\/b><span style=\"font-weight: 400;\">. Laugeson highlights that learning social skills must be voluntary and neuro-affirming. These programs do not attempt to change a person but to enhance their social interactions to help others know how great they are <\/span><b>(16:15)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><b>Skill snapshots<\/b><\/h2>\n<h3><b>Peer entry<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Laugeson gives a snapshot of social skills training for peer entry or engaging another person in conversation. The PEERS\u00ae programs use role-play videos as examples of socially risky and not risky scenarios (18:00). She shares a role-play video where Jordan is watching a music video on her phone in the library. Elaina walks in, introduces herself, and then begins talking to Jordan, who is visibly frustrated because she is trying to watch a video. After the role-playing video, participants discuss what Elaina did that was a little risky, how that made Jordan feel, and whether or not they think Jordan will want to speak with Elaina again (20:00).\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">According to research, the most effective way to start conversations is to casually look over (not too direct), find a common interest, mention the common interest, exchange information, assess interest using behavioral indicators, and finally, introduce yourself if necessary (23:15). After youth discuss these steps, they watch a second role-play video demonstrating less risky social interactions. In the second role-play, Elaina comments on the music video Jordan is watching, and they trade information about the artist\u2019s songs and upcoming concerts before exchanging names (26:00). Following the second role-play, PEERS\u00ae participants can assess which steps Elaina followed and what that experience was like compared to the first (28:00). After the videos and discussions, participants practice these social skills with one another to reinforce learning and comfort.\u00a0<\/span><\/p>\n<h3><b>Handling teasing<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Laugeson explains that advice generally offered about handling teasing is not ecologically valid, as ignoring aggressors or walking away makes people look weak, and telling an adult means you tried to get someone in trouble, which is most likely worse <\/span><b>(29:00)<\/b><span style=\"font-weight: 400;\">. Instead, PEERS\u00ae modules focus on short teasing comebacks that make the teaser feel like what they are doing doesn\u2019t bother you. Comeback phrases may include things like \u201cWhatever,\u201d \u201cWho cares?\u201d or \u201cIs that supposed to be funny?\u201d and \u201cTell me when you get to the funny part.\u201d Laugeson notes that they don\u2019t provide a \u201crisky\u201d role-play video for teasing as this could be traumatizing for some people <\/span><b>(30:55)<\/b><span style=\"font-weight: 400;\">. Video of successful teasing navigation appears at minute <\/span><b>53:40<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<h2><b>Research outcomes<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">PEERS\u00ae programs show positive results across multiple groups, including autism, ADHD, depression, anxiety, intellectual disability, cerebral palsy, brain injury, and psychosis <\/span><b>(33:40)<\/b><span style=\"font-weight: 400;\">. A recent meta-analysis specific to autism found large effect sizes in pre- to post-test social skills knowledge and social responsiveness scales across all studies <\/span><b>(34:50)<\/b><span style=\"font-weight: 400;\">. Similarly, a recent randomized controlled trial found an 11 point standard score improvement in social skills and responsiveness following PEERS\u00ae program completion. Parent and teen reports also show increased social engagement following the program <\/span><b>(37:00)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10803-021-04885-1\"><i><span style=\"font-weight: 400;\">Improving Social Knowledge and Skills among Adolescents with Autism: Systematic Review and Meta-Analysis of UCLA PEERS\u00ae for Adolescents<\/span><\/i><\/a> <span style=\"font-weight: 400;\">(Zheng et al., 2021)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10803-011-1339-1\"><i><span style=\"font-weight: 400;\">Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program<\/span><\/i><\/a><span style=\"font-weight: 400;\"> (Laugeson et al., 2012)<\/span><\/li>\n<\/ul>\n<h3><b>Telehealth delivery<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">PEERS\u00ae programs were also adapted for online delivery in response to COVID-19. Online programs are similarly structured, with an additional group get-together each week <\/span><b>(39:20)<\/b><span style=\"font-weight: 400;\">. Changes in social responsiveness, social skills knowledge, and overall social skills significantly increased following online programs and problem behaviors were reduced considerably <\/span><b>(41:25)<\/b><span style=\"font-weight: 400;\">. Researchers found no significant differences in social skills outcomes between online and in-person training <\/span><b>(41:25)<\/b><span style=\"font-weight: 400;\">. Laugeson asserts that, although online learning isn&#8217;t everyone&#8217;s first choice, telehealth delivery significantly increases accessibility to learning these critical social skills <\/span><b>(44:40)<\/b><span style=\"font-weight: 400;\">.<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10803-022-05580-5\"><i><span style=\"font-weight: 400;\">Efficacy of PEERS\u00ae for Adolescents via Telehealth Delivery<\/span><\/i><\/a> <span style=\"font-weight: 400;\">(Estabillo et al., 2022)<\/span><\/li>\n<\/ul>\n<h2><b>Conclusion<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">The presenter outlines ongoing randomized controlled trials for PEERS\u00ae for Careers and PEERS\u00ae for Dating <\/span><b>(45:20)<\/b><span style=\"font-weight: 400;\">. She discusses clinical services available at the UCLA PEERS\u00ae clinic, including weekly meetings for caregivers and young adults, PEERS\u00ae boot camps, and educational groups available worldwide via Zoom <\/span><b>(48:00)<\/b><span style=\"font-weight: 400;\">. She provides a list of free resources including role-play videos on the UCLA PEERS\u00ae YouTube channel, autistic-led T.V. shows, and the free PEERS\u00ae app that teaches social skills through gamified steps and achievements <\/span><b>(49:55)<\/b><span style=\"font-weight: 400;\">. Laugeson provides thanks and acknowledgments before the Q&amp;A <\/span><b>(55:30)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-last\" style=\"--awb-padding-top:80px;--awb-bg-size:cover;width:13.3333%;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div id=\"jump\" class=\"fusion-container-anchor\"><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 has-pattern-background has-mask-background nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"--awb-bg-size:cover;width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% ) * 0.33333333333333 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-3\" style=\"--awb-text-transform:none;\"><p><strong>The speaker:<\/strong><\/p>\n<p><strong><span class=\"a-text-bold\"><img decoding=\"async\" class=\"lazyload  wp-image-16907 alignleft\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/08\/Elizabeth-Laugeson.jpeg\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/08\/Elizabeth-Laugeson.jpeg\" alt=\"\" width=\"119\" height=\"180\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%27119%27%20height%3D%27180%27%20viewBox%3D%270%200%20119%20180%27%3E%3Crect%20width%3D%27119%27%20height%3D%27180%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/08\/Elizabeth-Laugeson-199x300.jpeg 199w, https:\/\/autism.org\/wp-content\/uploads\/2024\/08\/Elizabeth-Laugeson-200x302.jpeg 200w, https:\/\/autism.org\/wp-content\/uploads\/2024\/08\/Elizabeth-Laugeson-400x604.jpeg 400w, https:\/\/autism.org\/wp-content\/uploads\/2024\/08\/Elizabeth-Laugeson.jpeg 500w\" data-sizes=\"auto\" data-orig-sizes=\"(max-width: 119px) 100vw, 119px\" \/>Dr. Elizabeth A. Laugeson <\/span><\/strong>is a Clinical Professor in the Department of Psychiatry and Biobehavioral Sciences at the UCLA Semel Institute for Neuroscience and Human Behavior and is a licensed clinical psychologist.\u00a0 Dr. Laugeson is the Founder and Director of the UCLA PEERS Clinic, which is an outpatient hospital-based program providing parent-assisted social skills training for individuals from preschool to adulthood. Dr. Laugeson is also the Director for the UCLA Tarjan Center, which is a University Center for Excellence in Developmental Disabilities, and Program Director for the Predoctoral Psychology Internship Program in Autism and Neurodevelopmental Disabilities at UCLA. Dr. Laugeson has trained tens of thousands of mental health professionals, educators, and families worldwide, and is dedicated to developing and testing evidence-based treatments to improve social skills across the lifespan and across the globe. As one of the only empirically supported and internationally recognized social skills programs for neurodivergent youth, her program is currently used in over 150 countries and has been translated into over a dozen languages.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-last\" style=\"--awb-bg-size:cover;width:66.666666666667%;width:calc(66.666666666667% - ( ( 4% ) * 0.66666666666667 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-4\"><h4>Take the knowledge quiz<\/h4>\n<p>Can&#8217;t see the quiz below? Take it online <a href=\"https:\/\/www.classmarker.com\/online-test\/start\/?quiz=jeg66cf5184d71ca\">HERE<\/a><\/p>\n<\/div><div class=\"fusion-text fusion-text-5\"><p><script src=\"https:\/\/www.classmarker.com\/public\/js\/embed-classmarker-1.0.0.js?quiz=jeg66cf5184d71ca\" data-quiz=\"jeg66cf5184d71ca\" data-width=\"700\" data-height=\"800\" ><\/script><\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-3 fusion-flex-container has-pattern-background has-mask-background nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-background-color:#31478e;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:1315.6px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-5 fusion_builder_column_1_1 1_1 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:100%;--awb-margin-top-large:0px;--awb-spacing-right-large:1.92%;--awb-margin-bottom-large:0px;--awb-spacing-left-large:1.92%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-social-links fusion-social-links-1\" style=\"--awb-margin-top:0px;--awb-margin-right:0px;--awb-margin-bottom:0px;--awb-margin-left:0px;--awb-alignment:center;--awb-box-border-top:0px;--awb-box-border-right:0px;--awb-box-border-bottom:0px;--awb-box-border-left:0px;--awb-icon-colors-hover:rgba(255,137,0,0.8);--awb-box-colors-hover:rgba(255,255,255,0);--awb-box-border-color:var(--awb-color1);--awb-box-border-color-hover:var(--awb-color4);\"><div class=\"fusion-social-networks color-type-custom\"><div class=\"fusion-social-networks-wrapper\"><a class=\"fusion-social-network-icon fusion-tooltip fusion-facebook awb-icon-facebook\" style=\"color:var(--awb-color1);font-size:36px;\" data-placement=\"top\" data-title=\"Facebook\" data-toggle=\"tooltip\" title=\"Facebook\" aria-label=\"facebook\" target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/www.facebook.com\/autismresearchinstitute\"><\/a><a class=\"fusion-social-network-icon fusion-tooltip fusion-twitter awb-icon-twitter\" style=\"color:var(--awb-color1);font-size:36px;\" data-placement=\"top\" data-title=\"X\" data-toggle=\"tooltip\" title=\"X\" aria-label=\"twitter\" target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/x.com\/ariConference\"><\/a><a class=\"fusion-social-network-icon fusion-tooltip fusion-instagram awb-icon-instagram\" style=\"color:var(--awb-color1);font-size:36px;\" data-placement=\"top\" data-title=\"Instagram\" data-toggle=\"tooltip\" title=\"Instagram\" aria-label=\"instagram\" target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/www.instagram.com\/autismresearchinstitute\/\"><\/a><a class=\"fusion-social-network-icon fusion-tooltip fusion-linkedin awb-icon-linkedin\" style=\"color:var(--awb-color1);font-size:36px;\" data-placement=\"top\" data-title=\"LinkedIn\" data-toggle=\"tooltip\" title=\"LinkedIn\" aria-label=\"linkedin\" target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/www.linkedin.com\/company\/autism-research-institute\/\"><\/a><\/div><\/div><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"align-self: center;margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><\/div><\/div><\/div><\/div>\n<div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-4 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-6 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"--awb-bg-size:cover;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-recent-posts fusion-recent-posts-1 avada-container layout-default layout-columns-3\"><section class=\"fusion-columns columns fusion-columns-3 columns-3\"><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/perspective-adult-sibling-with-profound-asd\/\" aria-label=\"Perspective: Adult sibling with profound ASD\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Joyful moment of three brothers sharing a laugh\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-09-11T12:51:46-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/perspective-adult-sibling-with-profound-asd\/\">Perspective: Adult sibling with profound ASD<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-09-11T12:51:46-05:00<\/span><span>August 5th, 2025<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/adults-on-the-spectrum\/\" rel=\"category tag\">Adults on the Spectrum<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/selfcare\/\" rel=\"category tag\">Caregiver Care<\/a>, <a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/medical-care\/\" rel=\"category tag\">Medical Care<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/self-care\/\" rel=\"category tag\">Self Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/siblings\/\" rel=\"category tag\">Siblings<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Mojdeh Mostafavi, MD, shares her deeply personal journey as a sibling supporting a loved one with profound autism. She describes her experiences from early childhood through adulthood, highlighting the challenges and triumphs<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/social-media-and-neurodiversity\/\" aria-label=\"The Benefits and Challenges of Using Social Media: Reducing Risks through Joint Problem-Solving and Digital Literacy\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Asian teen boy and girl look in smartphone, communicate, have fun, millenial, teenagers rest together\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:26:03-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/social-media-and-neurodiversity\/\">The Benefits and Challenges of Using Social Media: Reducing Risks through Joint Problem-Solving and Digital Literacy<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:26:03-05:00<\/span><span>September 30th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/back-to-school\/\" rel=\"category tag\">Back to School<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/sensory\/\" rel=\"category tag\">Sensory<\/a>, <a href=\"https:\/\/autism.org\/category\/social-media\/\" rel=\"category tag\">Social media<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Xinru Page, Ph. D., discusses the benefits and challenges of using social media for autistic young adults. She cites recent survey studies involving autistic people, support networks, and field sites and highlights<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/social-skills-and-autism-2024\/\" aria-label=\"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Group of six happy young people socialize outside\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:52:02-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/social-skills-and-autism-2024\/\">The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:52:02-05:00<\/span><span>August 27th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/adults-on-the-spectrum\/\" rel=\"category tag\">Adults on the Spectrum<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/anxiety\/\" rel=\"category tag\">Anxiety<\/a>, <a href=\"https:\/\/autism.org\/category\/anxiety-2\/\" rel=\"category tag\">Anxiety<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/self-care\/\" rel=\"category tag\">Self Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/sensory\/\" rel=\"category tag\">Sensory<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>  Dr. Elizabeth Laugeson discusses the importance of friendships during development and the prevalence of peer rejection and neglect across populations. She introduces The Program for the Education and Enrichment of Relational Skills (PEERS\u00ae),<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/study-finds-that-employees-with-autism-are-less-likely-to-exhibit-bystander-effect\/\" aria-label=\"Study finds that employees with autism are less likely to exhibit \u201cbystander\u201d effect\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Office environment with a group of professionals working together\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271440%27%20viewBox%3D%270%200%202560%201440%27%3E%3Crect%20width%3D%272560%27%20height%3D%271440%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:04:08-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/study-finds-that-employees-with-autism-are-less-likely-to-exhibit-bystander-effect\/\">Study finds that employees with autism are less likely to exhibit \u201cbystander\u201d effect<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:04:08-05:00<\/span><span>March 12th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>     Employees with autism spectrum disorders (ASD) may contribute to businesses in a unique way because they are less likely than neurotypical individuals to exhibit the \u201cbystander\u201d effect, according to a<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/autistic-adults-show-enhanced-generosity-toward-strangers\/\" aria-label=\"Autistic adults show enhanced generosity toward strangers\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"adult women handcrafting plates\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271720%27%20height%3D%271218%27%20viewBox%3D%270%200%201720%201218%27%3E%3Crect%20width%3D%271720%27%20height%3D%271218%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:09:14-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/autistic-adults-show-enhanced-generosity-toward-strangers\/\">Autistic adults show enhanced generosity toward strangers<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:09:14-05:00<\/span><span>December 21st, 2023<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>     Adults with autism spectrum disorders (ASD) tend to be more generous to strangers than their neurotypical peers are, according to new research. In the study, Paul Forbes and colleagues explored<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/contextual-clues-can-trip-up-individuals-with-asd\/\" aria-label=\"Contextual clues can trip up individuals with ASD\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/03\/context-clues-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Examine and study context, showed as a magnify glass and word context to symbolize process of analyzing, exploring, learning and taking a closer look at context, 3d illustration.\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271440%27%20viewBox%3D%270%200%202560%201440%27%3E%3Crect%20width%3D%272560%27%20height%3D%271440%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/03\/context-clues-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2022\/03\/context-clues-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2022\/03\/context-clues-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-04-28T17:39:16-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/contextual-clues-can-trip-up-individuals-with-asd\/\">Contextual clues can trip up individuals with ASD<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-04-28T17:39:16-05:00<\/span><span>March 2nd, 2022<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Adolescents with autism spectrum disorders (ASD) may have difficulty understanding other people\u2019s emotions because they do not use contextual clues, a new study suggests. The study, by Steven Stagg and colleagues, compared<\/p><\/div><\/article><\/section><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":2,"featured_media":4213,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28,3781,9449,21,5199,3783,3785,9475,24],"tags":[5193,9555,3535],"class_list":["post-16902","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-adults-on-the-spectrum","category-anxiety","category-anxiety-2","category-autism-spectrum-disorders","category-self-care","category-sensory","category-social-skills","category-ways-to-help","category-webinar","tag-friends","tag-peers","tag-social-skills","webinar-author-elizabeth-laugeson-psyd"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v26.6 (Yoast SEO v27.1.1) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program - Autism Research Institute<\/title>\n<meta name=\"description\" content=\"Learn research updates on evidence-based strategies to support social skills that encourage lasting friendships.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/autism.org\/social-skills-and-autism-2024\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program\" \/>\n<meta property=\"og:description\" content=\"Learn research updates on evidence-based strategies to support social skills that encourage lasting friendships.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/autism.org\/social-skills-and-autism-2024\/\" \/>\n<meta property=\"og:site_name\" content=\"Autism Research Institute\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/autismresearchinstitute\/\" \/>\n<meta property=\"article:published_time\" content=\"2024-08-27T20:41:18+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2024-10-16T16:52:02+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg\" \/>\n\t<meta property=\"og:image:width\" content=\"5616\" \/>\n\t<meta property=\"og:image:height\" content=\"3744\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"autismAdmin\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@ariConference\" \/>\n<meta name=\"twitter:site\" content=\"@ariConference\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"autismAdmin\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"9 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/\"},\"author\":{\"name\":\"autismAdmin\",\"@id\":\"https:\/\/autism.org\/#\/schema\/person\/26ad828eeaab2fed770658de3e543083\"},\"headline\":\"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program\",\"datePublished\":\"2024-08-27T20:41:18+00:00\",\"dateModified\":\"2024-10-16T16:52:02+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/\"},\"wordCount\":3231,\"publisher\":{\"@id\":\"https:\/\/autism.org\/#organization\"},\"image\":{\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg\",\"keywords\":[\"friends\",\"peers\",\"social skills\"],\"articleSection\":[\"Adults on the Spectrum\",\"Anxiety\",\"Anxiety\",\"Autism Spectrum Disorders\",\"Self Care\",\"Sensory\",\"Social Skills\",\"Ways to Help\",\"Webinar\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/\",\"url\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/\",\"name\":\"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program - Autism Research Institute\",\"isPartOf\":{\"@id\":\"https:\/\/autism.org\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/#primaryimage\"},\"image\":{\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg\",\"datePublished\":\"2024-08-27T20:41:18+00:00\",\"dateModified\":\"2024-10-16T16:52:02+00:00\",\"description\":\"Learn research updates on evidence-based strategies to support social skills that encourage lasting friendships.\",\"breadcrumb\":{\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/autism.org\/social-skills-and-autism-2024\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/#primaryimage\",\"url\":\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg\",\"contentUrl\":\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg\",\"width\":2560,\"height\":1707,\"caption\":\"Group of six happy young people socialize outside\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/autism.org\/social-skills-and-autism-2024\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/autism.org\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/autism.org\/#website\",\"url\":\"https:\/\/autism.org\/\",\"name\":\"Autism Research Institute\",\"description\":\"Advancing Autism Research and Education\",\"publisher\":{\"@id\":\"https:\/\/autism.org\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/autism.org\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\/\/autism.org\/#organization\",\"name\":\"Autism Research Institute\",\"url\":\"https:\/\/autism.org\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/autism.org\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/autism.org\/wp-content\/uploads\/2019\/03\/ARI_Final_CMYK_CROP.jpg\",\"contentUrl\":\"https:\/\/autism.org\/wp-content\/uploads\/2019\/03\/ARI_Final_CMYK_CROP.jpg\",\"width\":1516,\"height\":737,\"caption\":\"Autism Research Institute\"},\"image\":{\"@id\":\"https:\/\/autism.org\/#\/schema\/logo\/image\/\"},\"sameAs\":[\"https:\/\/www.facebook.com\/autismresearchinstitute\/\",\"https:\/\/x.com\/ariConference\",\"https:\/\/autismresearchinstitute\",\"https:\/\/www.linkedin.com\/company\/autism-research-institute\",\"https:\/\/www.pinterest.com\/melfromari\/\",\"https:\/\/www.youtube.com\/user\/arifulton\"]},{\"@type\":\"Person\",\"@id\":\"https:\/\/autism.org\/#\/schema\/person\/26ad828eeaab2fed770658de3e543083\",\"name\":\"autismAdmin\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/autism.org\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/159b608d009fe31539178cc1dc8ed3efc5a9cc8c41bf8e77f822300715c83814?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/159b608d009fe31539178cc1dc8ed3efc5a9cc8c41bf8e77f822300715c83814?s=96&d=mm&r=g\",\"caption\":\"autismAdmin\"},\"url\":\"https:\/\/autism.org\/author\/autismadmin\/\"}]}<\/script>\n<!-- \/ Yoast SEO Premium plugin. -->","yoast_head_json":{"title":"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program - Autism Research Institute","description":"Learn research updates on evidence-based strategies to support social skills that encourage lasting friendships.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/autism.org\/social-skills-and-autism-2024\/","og_locale":"en_US","og_type":"article","og_title":"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program","og_description":"Learn research updates on evidence-based strategies to support social skills that encourage lasting friendships.","og_url":"https:\/\/autism.org\/social-skills-and-autism-2024\/","og_site_name":"Autism Research Institute","article_publisher":"https:\/\/www.facebook.com\/autismresearchinstitute\/","article_published_time":"2024-08-27T20:41:18+00:00","article_modified_time":"2024-10-16T16:52:02+00:00","og_image":[{"width":5616,"height":3744,"url":"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg","type":"image\/jpeg"}],"author":"autismAdmin","twitter_card":"summary_large_image","twitter_creator":"@ariConference","twitter_site":"@ariConference","twitter_misc":{"Written by":"autismAdmin","Est. reading time":"9 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/#article","isPartOf":{"@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/"},"author":{"name":"autismAdmin","@id":"https:\/\/autism.org\/#\/schema\/person\/26ad828eeaab2fed770658de3e543083"},"headline":"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program","datePublished":"2024-08-27T20:41:18+00:00","dateModified":"2024-10-16T16:52:02+00:00","mainEntityOfPage":{"@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/"},"wordCount":3231,"publisher":{"@id":"https:\/\/autism.org\/#organization"},"image":{"@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/#primaryimage"},"thumbnailUrl":"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg","keywords":["friends","peers","social skills"],"articleSection":["Adults on the Spectrum","Anxiety","Anxiety","Autism Spectrum Disorders","Self Care","Sensory","Social Skills","Ways to Help","Webinar"],"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/","url":"https:\/\/autism.org\/social-skills-and-autism-2024\/","name":"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program - Autism Research Institute","isPartOf":{"@id":"https:\/\/autism.org\/#website"},"primaryImageOfPage":{"@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/#primaryimage"},"image":{"@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/#primaryimage"},"thumbnailUrl":"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg","datePublished":"2024-08-27T20:41:18+00:00","dateModified":"2024-10-16T16:52:02+00:00","description":"Learn research updates on evidence-based strategies to support social skills that encourage lasting friendships.","breadcrumb":{"@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/autism.org\/social-skills-and-autism-2024\/"]}]},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/#primaryimage","url":"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg","contentUrl":"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize.jpeg","width":2560,"height":1707,"caption":"Group of six happy young people socialize outside"},{"@type":"BreadcrumbList","@id":"https:\/\/autism.org\/social-skills-and-autism-2024\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/autism.org\/"},{"@type":"ListItem","position":2,"name":"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program"}]},{"@type":"WebSite","@id":"https:\/\/autism.org\/#website","url":"https:\/\/autism.org\/","name":"Autism Research Institute","description":"Advancing Autism Research and Education","publisher":{"@id":"https:\/\/autism.org\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/autism.org\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/autism.org\/#organization","name":"Autism Research Institute","url":"https:\/\/autism.org\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/autism.org\/#\/schema\/logo\/image\/","url":"https:\/\/autism.org\/wp-content\/uploads\/2019\/03\/ARI_Final_CMYK_CROP.jpg","contentUrl":"https:\/\/autism.org\/wp-content\/uploads\/2019\/03\/ARI_Final_CMYK_CROP.jpg","width":1516,"height":737,"caption":"Autism Research Institute"},"image":{"@id":"https:\/\/autism.org\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/www.facebook.com\/autismresearchinstitute\/","https:\/\/x.com\/ariConference","https:\/\/autismresearchinstitute","https:\/\/www.linkedin.com\/company\/autism-research-institute","https:\/\/www.pinterest.com\/melfromari\/","https:\/\/www.youtube.com\/user\/arifulton"]},{"@type":"Person","@id":"https:\/\/autism.org\/#\/schema\/person\/26ad828eeaab2fed770658de3e543083","name":"autismAdmin","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/autism.org\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/159b608d009fe31539178cc1dc8ed3efc5a9cc8c41bf8e77f822300715c83814?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/159b608d009fe31539178cc1dc8ed3efc5a9cc8c41bf8e77f822300715c83814?s=96&d=mm&r=g","caption":"autismAdmin"},"url":"https:\/\/autism.org\/author\/autismadmin\/"}]}},"_links":{"self":[{"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/posts\/16902","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/comments?post=16902"}],"version-history":[{"count":13,"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/posts\/16902\/revisions"}],"predecessor-version":[{"id":19919,"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/posts\/16902\/revisions\/19919"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/media\/4213"}],"wp:attachment":[{"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/media?parent=16902"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/categories?post=16902"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/autism.org\/wp-json\/wp\/v2\/tags?post=16902"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}