Adaptation du programme PEERS® pour jeunes adultes aux adultes autistes tout au long de la vie

Titre original en anglais : Adapting the PEERS® for Young Adults Program for Autistic Adults across the Lifespan

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Harker, S., Baxter, L., Gallegos, S. M., Mitchell, M., Zerga, L., Matthews, N., & Braden, B. B. (2024). Adapting the PEERS® for Young Adults Program for Autistic Adults across the Lifespan. Healthcare, 12(16), 1586. https://doi.org/10.3390/healthcare12161586

Date de publication: 09/08/2024 Ajout dans AutiHub: 07/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
1 / 7 (14,3 %)
  1. Samantha Harker
  2. Leslie Baxter
  3. Stephen M. Gallegos *
  4. Melissa Mitchell
  1. Lillian Zerga
  2. Nicole Matthews
  3. B. Blair Braden

Résumé

Le Programme d'éducation et d'enrichissement des compétences relationnelles (PEERS®) est une intervention fondée sur des données probantes, élaborée pour les personnes autistes afin de soutenir la communication sociale, les interactions avec les pairs, l'autonomie et les relations interpersonnelles. Malgré une efficacité démontrée chez les jeunes personnes autistes aux États-Unis et dans plusieurs autres pays, PEERS n'a pas encore été modifié afin de répondre aux besoins des adultes autistes tout au long de la vie. La présente étude décrit comment notre équipe a sollicité les points de vue de personnes autistes afin d'adapter PEERS à des adultes de tout âge. Plus précisément, nous visions à répondre aux besoins des adultes d'âge mûr et des personnes âgées et à adapter le programme afin qu'il affirme davantage la neurodiversité. Entre deux cohortes ayant suivi le programme consécutivement, nous avons évalué l'acceptabilité du programme PEERS adapté et apporté des améliorations sur la base des retours des participants autistes et de leurs partenaires d'étude. Les résultats ont indiqué que la cohorte 2 a rapporté une satisfaction plus élevée à l'égard des composantes de PEERS et du programme dans son ensemble que la cohorte 1, ce qui suggère une amélioration efficace. Nous présentons un cadre d'adaptations qui répondent plus spécifiquement aux besoins des adultes d'âge mûr et des personnes âgées d'une manière qui affirme la neurodiversité, par rapport aux versions antérieures. Notre approche de la mise en oeuvre d'un programme PEERS adapté tout au long de la vie adulte peut servir de modèle pour améliorer les soins cliniques et favoriser l'acceptation de la neurodiversité dans les domaines interpersonnels de la vie des adultes autistes.

The Program for the Education and Enrichment of Relational Skills (PEERS®) is an evidence-based intervention developed for autistic individuals to support social communication, peer interactions, independence, and interpersonal relationships. Despite a demonstrated effectiveness for young autistic individuals in the US and several other countries, PEERS has yet to be modified to support the needs of autistic adults across the lifespan. The present study describes how our team sought autistic voices to adapt PEERS for adults of any age. Specifically, we aimed to address the needs of middle-aged and older adults and adapt the curriculum to be more neurodiversity-affirming. Between two cohorts that completed the program consecutively, we evaluated the acceptability of the adapted PEERS program and made refinements based on feedback from autistic participants and their study partners. Results indicated that Cohort 2 reported higher satisfaction with the PEERS components and overall program than Cohort 1, suggesting effective refinement. We present a framework of adaptations that more specifically address the needs of middle-aged and older adults in a neurodiverse-affirming way compared to previous iterations. Our approach to implementing an adapted PEERS curriculum across the adult lifespan may serve as a model for improved clinical care and cultivate the acceptance of neurodiversity in the interpersonal domains of autistic adults’ lives.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
32
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
3 / 32 (9,4 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
5 / 129 (3,9 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 5 / 55 (9,1 %). Auteurices cité·es distinct·es identifié·es comme autistes : 5 / 110 (4,5 %).
Occurrences citées rattachées à la base AutiHub
55 / 129 (42,6 %)
Auteurices cité·es distinct·es rattaché·es : 42 / 110 (38,2 %)
Occurrences rattachées, non identifiées comme autistes
50 / 55 (90,9 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 50 / 129 (38,8 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 37 / 42 (88,1 %).
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