Efficacy of the Korean PEERS® for Preschoolers (PEERS®-PS-K) Social Skills Intervention: A Randomized Controlled Trial for Children With Autism Spectrum Disorder

Efficacy of the Korean PEERS® for Preschoolers (PEERS®-PS-K) Social Skills Intervention: A Randomized Controlled Trial for Children With Autism Spectrum Disorder

This study aims to evaluate the efficacy of the Korean version of the PEERS® for Preschoolers (PEERS®-PS-K), a parent-assisted social skills intervention for preschool-aged children with Autism Spectrum Disorder (ASD). Participants will be randomly assigned to either the intervention group, receiving the PEERS®-PS-K program, or a wait-list control group. The study focuses on improving social skills, such as making friends and interacting with peers, through structured lessons and parent coaching.

The Korean PEERS® for Preschoolers (PEERS®-PS-K) is a culturally adapted version of the original PEERS® program developed at UCLA. This randomized controlled trial (RCT) will investigate the social communication improvements in preschoolers with ASD.

The intervention consists of weekly 90-minute sessions for 16 weeks. Children learn social skills through puppet shows and role-playing, while parents receive concurrent coaching to support their children's social interactions in natural settings. Data will be collected at baseline, post-intervention, and follow-up to assess social responsiveness and behavioral changes.

Inclusion Criteria:

• Children aged 4 to 6 years (at least 4 years 0 months and less than 7 years diagnosed with Autism Spectrum Disorder (ASD) through standardized diagnostic tools(K-ADOS-2 / K-ADI-R).
• Verbal Intelligence Quotient (VIQ) of 70 or higher on the Korean Wechsler Preschool and Primary Scale of Intelligence (K-WPPSI).
• Native Korean speakers with sufficient verbal fluency to communicate in full sentences appropriate for their age.
• Capable of participating in group activities and language-based interventions as determined through a screening procedure.
• Parents or legal guardians who understand the study's purpose and provide voluntary informed consent for both themselves and their child.

Exclusion Criteria:

• Parents or legal guardians who do not consent to their child's participation in the study.
• Presence of intellectual disability or other comorbid psychiatric conditions that may interfere with study participation.
• Children exhibiting clinically significant challenging behaviors that could disrupt group sessions.
• Other clinically significant neurological, medical, visual, or hearing impairments.