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Mendeley readers
Attention Score in Context
| Title |
A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, July 2013
|
| DOI | 10.1007/s10803-013-1900-1 |
| Pubmed ID | |
| Authors |
Kirsten A. Schohl, Amy V. Van Hecke, Audrey Meyer Carson, Bridget Dolan, Jeffrey Karst, Sheryl Stevens |
| Abstract |
This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4):596-606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11-16 years-old were randomly assigned to either an immediate treatment or waitlist comparison group. Results revealed, in comparison to the waitlist group, that the experimental treatment group significantly improved their knowledge of PEERS concepts and friendship skills, increased in their amount of get-togethers, and decreased in their levels of social anxiety, core autistic symptoms, and problem behaviors from pre-to post-PEERS. This study provides the first independent replication and extension of the empirically-supported PEERS social skills intervention for adolescents with ASD. |
Mendeley readers
The data shown below were compiled from readership statistics for 381 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | <1% |
| United States | 1 | <1% |
| Unknown | 379 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 69 | 18% |
| Student > Bachelor | 54 | 14% |
| Student > Ph. D. Student | 53 | 14% |
| Student > Doctoral Student | 36 | 9% |
| Researcher | 31 | 8% |
| Other | 56 | 15% |
| Unknown | 82 | 22% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 163 | 43% |
| Social Sciences | 36 | 9% |
| Medicine and Dentistry | 21 | 6% |
| Nursing and Health Professions | 18 | 5% |
| Arts and Humanities | 7 | 2% |
| Other | 36 | 9% |
| Unknown | 100 | 26% |
Attention Score in Context
This research output has an Altmetric Attention Score of 10. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 24 March 2021.
All research outputs
#3,763,903
of 25,654,806 outputs
Outputs from Journal of Autism and Developmental Disorders
#1,564
of 5,484 outputs
Outputs of similar age
#31,188
of 210,643 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#18
of 56 outputs
Altmetric has tracked 25,654,806 research outputs across all sources so far. Compared to these this one has done well and is in the 85th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,484 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.4. This one has gotten more attention than average, scoring higher than 70% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 210,643 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 85% of its contemporaries.
We're also able to compare this research output to 56 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 66% of its contemporaries.