A Neuroaffirming Social Skills Adolescent and Young Adult Program Embracing Neurodiversity
What Is PEERS® Social Skills?
A Neuroaffirming Social Skills Program
Embracing Neurodiversity
Neurodiversity means that people think, learn, and experience the world in different ways. These differences do not make someone less than or better than anyone else. They are simply part of being human.
There are real strengths in neurodiversity. PEERS® is a strengths-based program that honors those differences and builds skills without asking children to change who they are.
We offer 14-week social skills groups using the UCLA-developed PEERS® curriculum, designed for teens ages 14–17 with high-functioning autism, anxiety, social needs, and Young Adult Group ages 18-24.
Our evidence-based program for adolescents and their parents is designed to build real-world social connections, communication strategies, and confidence.
Participants learn:
- How to make and keep friends
- Conversation skills and conflict resolution
- Handling rejection, teasing, and bullying
- And more — all in a fun, structured, and supportive setting
Includes an individualized intake, 14 weekly 90-minute teen sessions and caregiver sessions, and pre and post assessments.
📍 Teen sessions held in-person weekly
💻 Parent sessions held virtually
*****Spaces are limited – reserve your spot today and give your teen the social tools they need to thrive!******
Research Publications on PEERS® PEERS® for Adolescent
The UCLA PEERS® Clinic is proud to share our exciting research! Below is a list of publication
PEERS® for Adolescents
- Neuroplasticity-Based Targeted Cognitive Training as Enhancement to Social Skills Program: A Randomized Controlled Trial Investigating a Novel Digital Application for Autistic Adolescents (Tseng et al., 2025)
- Enhancing social outcomes in autistic youth: Assessing the impact of PEERS® booster sessions (Fatta et al., 2024)
- A preliminary randomized controlled study of the PEERS® program for Taiwanese autistic adolescents: The effectiveness on reducing school bullying and enhancing social function (Hsiao, et al., 2024)
- Efficacy of Community-Delivered PEERS® for Adolescents: Increases in Social Skills and Decreases in Social Anxiety and Loneliness (Parenteau et al., 2024)
- Program for the Education and Enrichment of Relational Skills (PEERS®) for Italy: A Randomized Controlled Trial of a Social Skills Intervention for Autistic Adolescents (Fatta et al., 2024)
- Enhancing Social Outcomes in Autistic Youth: Assessing the Impact of PEERS® Booster Sessions (Fatta et al., 2024)
- Social Skills Training Using the Thai Version of UCLA PEERS® in Thai Adolescents with Autism Spectrum Disorder (Sittanomai et al., 2024)
- Outcomes in PEERS® for Adolescents Across Neurodevelopmental Disorders: ADHD, Autism, and Their Co‐occurrence (Geannopoulos et al., 2024)
- Long-Term Follow-Up of the Program for the Education and Enrichment of Relational Skills (PEERS) with Adolescent Adoptees (Helder et al., 2024)
- Examining the feasibility and effectiveness of PEERS for adolescents via telehealth during the COVID-19 pandemic (Lee et al., 2023)
- Exploring Caregiver and Participant Experiences of the Program for the Education and Enrichment of Relational Skills (PEERS®) for Youth with Acquired Brain Injury and Cerebral Palsy (Gilmore et al., 2023)
- Vinaleysi og vanlíðan hjá börnum og unglingum: Rannsóknir á árangri af PEERS- námskeiðum í félagsfærni á Íslandi (Karlsdóttir et al., 2023)
- Adaptation and Feasibility of the Mandarin Version of PEERS® for Autistic Adolescents (Lao et al., 2023)
- Effectiveness of Adapted Program for the Education and Enrichment of Relational Skills (PEERS) in Adolescents with ASD (Saima & Amin, 2023)
- Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance (Baker et al., 2023)
- Use of the Program for the Education and Enrichment of Relational Skills (PEERS) Intervention to Improve Social Skills and Peer Relationships among Adolescent Adoptees (Helder et al., 2022)
- Brief Report: A Pilot Study Examining the Effects of PEERS® for Adolescents Telehealth for Autistic Adolescents (Adler et al., 2022)
- Effects of Social Skills Training for Adolescents on the Autism Spectrum: a Randomized Controlled Trial of the Polish Adaptation of the PEERS® Intervention via Hybrid and In-Person Delivery (Platos et al., 2022)
- Social skill training for children with autistic spectrum disorder on the uncertainty of the disease from mothers (Zu et al,. 2022)
- A randomized controlled trial to examine the effectiveness of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) (Idris et al., 2022).
- Efficacy of PEERS® for Adolescents via Telehealth Delivery (Estabillo et al., 2022).
- Perceived and Observed Treatment Gains Following PEERS: A Preliminary Study with Latinx Adolescents with ASD (Veytsman et al., 2022)
- Improving Social Anxiety and Social Responsiveness in Autism Spectrum Disorder through PEERS® (Factor et al., 2022)
- Improving Social Knowledge and Skills among Adolescents with Autism: Systematic Review and Meta‐Analysis of UCLA PEERS® for Adolescents (Zheng et al., 2021)
- Program for the Education and Enrichment of Relational Skills for adolescents with an acquired brain injury: A randomized controlled trial (Gilmore et al., 2021)
- Social Skills Training Using the Thai Version of UCLA PEERS® in Thai Adolescents with Autism Spectrum Disorder (Sittanomai et al., 2021).
- New Approaches to Social Skills Training: Blended Group Interventions for Girls with Social Communication Difficulties (Wolstencroft et al., 2021)
- Implementation of the Program for the Education and Enrichment of Relational Skills Social Skills Intervention in a University-Based Communication Sciences and Disorders Clinic (Garbarino et al., 2020).
- Research on effect of social PEERS training for mother and children with autism spectrum disorder in Shanghai (publication written in Chinese) (Zu et al., 2020)
- Development and preliminary testing of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) (Idris et al., 2020)
- An Israeli RCT of PEERS®: Intervention Effectiveness and the Predictive Value of Parental Sensitivity (Rabin et al., 2020)
- The ACCEPT-study: design of an RCT with an active treatment control condition to study the effectiveness of the Dutch version of PEERS® for adolescents with autism spectrum disorder (van Pelt et al., 2020)
- Brief Report: Reductions in Parenting Stress in the Context of PEERS—A Social Skills Intervention for Adolescents with Autism Spectrum Disorder (Corona et al., 2019)
- Examining the Treatment Efficacy of PEERS in Japan: Improving Social Skills Among Adolescents with Autism Spectrum Disorder (Yamada et al., 2019)
- Multicentre, Randomised Waitlist Control Trial Investigating a Parent-Assisted Social Skills Group Programme for Adolescents with Brain Injuries: Protocol for the Friends Project (Gilmore et al., 2019)
- Learning How to Make Friends for Chinese Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial of the Hong Kong Chinese Version of the PEERS® Intervention (Shum, et al., 2019)
- Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents (Matthews et al., 2019)
- Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial (Matthews et. al., 2018)
- The Effects of a Modified PEERS Ciriculum on Accurate and Novel Responding of Children with Autism Spectrum Disorder (Radley et. al., 2018)
- Age as a Moderator of Social Skills Intervention Response Among Korean Adolescents with Autism Spectrum Disorder (Hong et al., 2018)
- The Dutch Translation of the PEERS Training (Jagersma et al., 2018)
- A Randomized Controlled Trial evaluating the Hebrew Adaptation of the PEERS® Intervention: Behavioral and Questionnaire-Based Outcomes (Rabin et al., 2018)
- Research progress on the effect of program for the education and enrichment of relational skills on social skill improvement among adolescents with attention deficit hyperactivity disorder (Song & Du, 2018)
- A Pilot Study Examining the Effectiveness of the PEERS Program on Social Skills and Anxiety in Adolescents with Autism Spectrum Disorder (Hill et al., 2017)
- Changes in Depressive Symptoms Among Adolescents with ASD Completing the PEERS® Social Skills Intervention (Schiltz et al., 2017)
- Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD (McVey, et al., 2017)
- Parents Perceive Improvements in Socio-emotional Functioning in Adolescents with ASD Following Social Skills Treatment (Lordo et al., 2016)
- Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD) (Dolan et al., 2016)
- Examining the Efficacy of an Adapted Version of the UCLA PEERS® Program with Canadian Adolescents (Marchica & D'Amico, 2016)
- Examination of a Parent-Assisted, Friendship-Building Program for Adolescents With ADHD (Gardner et al., 2015)
- Parent and Family Outcomes of PEERS- A Social Skills Intervention for Adolescents with Autism Spectrum Disorder (Karst et al., 2014)
- Using a CBT Approach to Teach Social Skills to Adolescents with Autism Spectrum Disorder and Other Social Challenges The PEERS Method (Laugeson & Park, 2014)
- A Randomized Controlled Trial of the Korean Version of the PEERS Parent-Assisted Social Skills Training Program for Teens With ASD (Yoo et al., 2014)
- Long-Term Treatment Outcomes for Parent-Assisted Social Skills Training for Adolescents With Autism Spectrum Disorders- The UCLA PEERS Program (Mandelberg et al., 2013)
- Predicting treatment success in social skills training for adolescents with autism spectrum disorders- The UCLA Program for the Education and Enrichment of Relational Skills (Chang et al., 2013)
- A Replication and Extension of the PEERS Intervention- Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders (Schohl et al., 2013)
- Measuring the Plasticity of Social Approach- A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders (Van Hecke et al., 2013)
- Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders- The UCLA PEERS Program (Laugeson et al., 2012)
- Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders (Laugeson et al., 2009)
School-Based PEERS® for Adolescents
- PEERS® for School-Based Professionals via Zoom as a Pre-Employment Transition Service
- The ABC’s of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom- The UCLA PEERS Program (Laugeson et al., 2014)
- The UCLA PEERS School-Based Program: Treatment Outcomes for Improving Social Functioning in Adolescents and Young Adults with Autism Spectrum Disorder and Those with Cognitive Deficits (Wyman, J. & Claro, A. J., 2019)
- Effects of Social Skills Training for Adolescents on the Autism Spectrum: a Randomized Controlled Trial of the Polish Adaptation of the PEERS® Intervention via Hybrid and In-Person Delivery (Płatos et al., 2022)
PEERS® for Young Adults
- Adapting the PEERS® for Young Adults Program for Autistic Adults across the Lifespan
- Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum (Howorth et al., 2022).
- Improving Social Anxiety and Social Responsiveness in Autism Spectrum Disorder through PEERS® (Factor et al., 2022).
- A Randomized Controlled Trial of the Korean Version of the Program for the Education and Enrichment of Relational Skills for Young Adults (PEERS®-YA-K) With Autism Spectrum Disorder: A Pilot Study (Oh et al., 2021)
- Effectiveness, durability, and clinical correlates of the PEERS social skills intervention in young adults with autism spectrum disorder: the first evidence outside North America (Chien et al., 2021)
- A Pilot Study of a Brief Inpatient Social-Skills Training for Young Adults With Psychosis (Moe et al., 2021).
- Effects of PEERS® Social Skills Training on Young Adults with Intellectual and Developmental Disabilities During College (Rose et al., 2021).
- Brief Report: Does Gender Matter in Intervention for ASD? Examining the Impact of the PEERS® Social Skills Intervention on Social Behavior Among Females with ASD (McVey et al., 2017)
- A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder (McVey et al., 2016)
- A Randomized Controlled Trial to Improve Social Skills in Young Adults with Autism Spectrum Disorder: The UCLA PEERS Program (Laugeson et al., 2015)
- Social Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders- A Randomized Controlled Pilot Study (Gantman et al., 2012)
- Transition to Adulthood for High-Functioning Individuals with Autism Spectrum Disorders (Kapp et al., 2011)
- Program evaluation of an adapted PEERS® social skills program in young adults with autism spectrum disorder and/or mild intellectual impairment and social skills difficulties (Honan et al., 2022)
- Effect of PEERS® Class on Conversational Skills of Adults with Autism in College (Howorth et al., 2022)
- Fostering Friendship and Dating Skills Among Adults on the Autism Spectrum: A Randomized Controlled Trial of the Polish Version of the PEERS® for Young Adults Curriculum (Płatos et al., 2023)
