evidence-based - brick builders  (lego)

There is a reason that we choose to teach social skills and emotional regulation skills using the curriculum of Secret Agent Society and Peers for Teens.

It's because there are no other courses for children and teens with Autism that we are aware of that are so clearly road-tested to be this effective.

Here is the evidence-base:

Secret Agent Society (See all at www.secretagentsociety.com/evidence)

• Beaumont, R. (2015). The Secret Agent Society social-emotional skills training program for children with Autism Spectrum Disorders. The Australian Clinical Psychologist, 1(2), 27-29.
  
• Beaumont, R., Hinton, S., and Sofronoff. (2018). The Secret Agent Society: Upskilling Teachers in the Delivery of a Game-Based Social Skills Youth Program. In D. Mentor (Ed.). Computer Mediated Learning for Workforce Development (pp 22-40). Hershey, PA: IGI Global. ISBN: 978152254110
  
• Beaumont, R., Pearson, R., and Sofronoff, K. (2019). A novel intervention for child peer relationship difficulties: The Secret Agent Society, Journal of Child and Family Studies, 28(11), 3075-3090. DOI: 10.1007/s10826-019-01485-7
  
• Beaumont, R., Rotolone, C., & Sofronoff, K. (2015). The Secret Agent Society social skills program for children with High-Functioning Autism Spectrum Disorders: A comparison of two school variants. Psychology in the Schools, 52(4), 390-402. DOI: 10.1002/pits.21831
  
• Beaumont, R, Smith-Merry, J., Costley, D., Howlin, P., Sofronoff, K., Roberts, J……Einfeld, S. (2019). Implementation, evaluation and maintenance of a social emotional skills training program for children with an Autism Spectrum Disorder in a specialist school setting. International Journal of Special Education, 34(1), 95-108.
  
• Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49(7), 743-753.
  
• Beaumont, R., Walker, H., Weiss, J., & Sofronoff, K. (2021). Randomized controlled trial of a video gaming‑based social skills program for children on the Autism Spectrum. Journal of Autism and Developmental Disorders, 51, 3637-3650. https://doi.org/10.1007/s10803-020-04801-z
  
• Costley, D., Baldwin, S., Clark, T., Howlin, P., Taffe, J. R., Beaumont, R., … Sofronoff, K. (2020). The Association Between Parent Engagement and Child Outcomes in Social Skills Training Programs : Discovering the Secret Agent Society in Partnership. Australasian Journal of Special and Inclusive Education, 44(1), 46–59. https://doi.org/10.1017/jsi.2020.2
  
• Cullen, A.M. (2016). Emotion and social problem solving using the secret agent society computer game with a pupil with an autism spectrum disorder in an Irish mainstream school setting. LEARN, 38, 86-94.
  
• Einfeld, S.L., Beaumont, R., Clark, T., Clarke, K.S., Costley, D., Gray, K.M…Howlin, P. (2018). School-based social skills training for young people with autism spectrum disorders. Journal of Intellectual and Developmental Disability, 43(1), 29-39.
  
• Lee, V., Roudbarani, F., Tablon Modica, P., Pouyandeh, A., & Weiss, J. A. (2022). Adaptation of Cognitive Behavior Therapy for Autistic Children During the Pandemic: A Mixed-Methods Program Evaluation. Evidence-Based Practice in Child and Adolescent Mental Health, 7(1), 76–93. https://doi.org/10.1080/23794925.2021.1941432
  
• MacEvilly, D., & Brosnan, G. (2020). Adapting an emotional regulation and social communication skills group programme to teletherapy, in response to the COVID-19 pandemic. Irish Journal of Psychological Medicine, 1-21. https://doi.org/10.1017/ipm.2020.109
  
• Maughan, A. L., & Weiss, J. A. (2017). Parental Outcomes Following Participation in Cognitive Behavior Therapy for Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(10), 3166+.
  
• Mootz, C. A., Lemelman, A., Giordano, J., Winter, J., & Beaumont, R. (2022). Brief Report: Feasibility of Delivering the Secret Agent Society Group Social Skills Program via Telehealth During COVID-19: A Pilot Exploration. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-022-05591-2
  
• Sauvé, S., O’Haire, C., Hall, H., Lane, C & Hudson, B. (2018). Adapting a social skills intervention for children with autism within an urban specialty community clinic. Evidence-Based Practice in Child and Adolescent Mental Health. DOI: 10.1080/23794925.2018.1483214
  
• Sofronoff, K., Silva, J., & Beaumont, R. (2017). The Secret Agent Society social-emotional skills program for children with High- Functioning Autism Spectrum Disorder: A parent-directed trial. Focus on Autism and Other Developmental Disabilities, 32(1), 55-70. DOI: 10.1177/1088357615583467
  
• Tan, Y.L., Mazzucchelli, T.G., & Beaumont, R. (2015). An evaluation of individually delivered Secret Agent Society social skills program for children with High-Functioning Autism Spectrum Disorders: A pilot study. Behaviour Change, 32(3), 159-174. doi 10.1017/bec.2015.7
  
• Temkin, A. B., Beaumont, R., Wkya, K., Hariton, J. R., Flye, B. L., Sheridan, E., … Bennett, S. M. (2022). Secret Agent Society: A Randomized Controlled Trial of a Transdiagnostic Youth Social Skills Group Treatment. Research on Child and Adolescent Psychopathology. https://doi.org/10.1007/s10802-022-00919-z
  
• Thomson, K., Burnham Riosa, P., & Weiss, J. (2015). Brief report of preliminary outcomes of an emotion regulation intervention for children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(1), 3487-3495.
  
• Weiss, J., Thomson, K., Burnham Riosa, P., Albaum, C., Chan, V., Maughan, A., Tablon, P., & Black, K (2018). A randomized waitlist- controlled trial of cognitive behavior therapy to improve emotion regulation in children with autism. Journal of Child Psychology and Psychiatry, 59(11), 1180-1191. DOI:10.1111/jcpp.12915
  
• Zengegui, E., Beaumont, R., Chiu, A.W., Schild, J., & Bennett, S.M. (2020). Evaluating Clinical outcomes in practice settings: Beyond the limits of grant funded clinical research. Professional Psychology: Research and Practice, 51(2), 145-155. DOI: 10.1037/pro0000276

PEERS® for Adolescents (See all at www.semel.ucla.edu/peers/research)

• Efficacy of PEERS® for Adolescents via Telehealth Delivery (Estabillo et al., 2022).
• A randomized controlled trial to examine the efectiveness of the Dutch version of the Program for the Education and Enrichment of Relational Skills (PEERS®) (Idris 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).
• 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). 
• Improving Social Knowledge and Skills among Adolescents with Autism: Systematic Review and Meta‐Analysis of UCLA PEERS® for Adolescents (Zheng et al., 2021)
• 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).
• 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).
• 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)
• Examining the Treatment Efficacy of PEERS in Japan: Improving Social Skills Among Adolescents with Autism Spectrum Disorder (Yamada et al., 2019)
• 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)
• 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)
• Brief Report: Effectiveness of an Accelerated Version of the PEERS® Social Skills Intervention for Adolescents (Matthews 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)
• A Review of Social Skills Manuals for Adolescents with Autism Spectrum Disorder (Hall 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) 
• Exploring the Effectiveness of a Peer-Mediated Model of the PEERS Curriculum: A Pilot Randomized Control Trial (Matthews et. al., 2018)
• A Randomized Controlled Trial evaluating the Hebrew Adaptation of the PEERS® Intervention: Behavioral and Questionnaire-Based Outcomes (Rabin 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)
• 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)
• Examining the Efficacy of an Adapted Version of the UCLA PEERS® Program with Canadian Adolescents (Marchica & D'Amico, 2016)
• 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)
• 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)
• Long-Term Treatment Outcomes for Parent-Assisted Social Skills Training for Adolescents With Autism Spectrum Disorders- The UCLA PEERS Program (Mandelberg et al., 2013)
• 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)
• 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)
• 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)
• 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)
• 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)
• Lessons Learned from a Predominantly Latinx Autistic Population: Preliminary Effects of the PEERS Intervention on Neural and Perceived Educational Performance (Baker et al., 2023)
• Social skill training for children with autistic spectrum disorder on the uncertainty of the disease from mothers (Zu et al,. 2022)
• Effectiveness of Adapted Program for the Education and Enrichment of Relational Skills (PEERS) in Adolescents with ASD (Saima & Amin, 2023)

Learn more about it:

The "Secret Agent Society" program designed for individuals with Autism has gained considerable recognition for its strong evidence base and effectiveness in promoting social and emotional skills. This program has demonstrated remarkable results through rigorous research and is widely regarded as an evidence-based intervention.

One of the key strengths of the Secret Agent Society program lies in its foundation on solid empirical evidence. The creators of the program extensively researched and drew upon established principles in psychology and child development. This evidence-based approach ensures that the program is tailored to meet the specific needs of individuals with autism, providing targeted support for their social and emotional challenges.

The Secret Agent Society program employs a comprehensive methodology that encompasses various facets of social and emotional skills development. Through engaging and imaginative activities, participants are immersed in a spy-themed narrative that captures their interest and enthusiasm. The program incorporates structured teaching techniques, social stories, role-playing, and technology-based elements to enhance learning and skill acquisition. This multi-modal approach enables individuals to acquire and practice a wide range of social and emotional competencies in an enjoyable and interactive manner.

The effectiveness of the Secret Agent Society program is supported by robust evidence derived from empirical studies. Extensive research has been conducted to evaluate the program's outcomes, consistently demonstrating positive results. Participants have shown significant improvements in areas such as emotion recognition, social problem-solving, emotional regulation, and social competence. The program has also been found to reduce social difficulties, anxiety, and emotional challenges among individuals with autism.

Moreover, the Secret Agent Society program's success can be attributed to its holistic approach, addressing both social and emotional dimensions. The program not only focuses on enhancing social skills but also on fostering emotional intelligence and self-regulation. By combining these crucial elements, participants gain a comprehensive set of skills that enable them to navigate social interactions and manage their emotions effectively.

So, the Secret Agent Society program is founded on a strong evidence base and has proven its effectiveness through extensive research. By incorporating evidence-based practices, a comprehensive methodology, and a focus on both social and emotional skills, the program equips individuals with autism with the tools they need to thrive. The Secret Agent Society program not only enhances social and emotional competence but also promotes self-confidence, well-being, and overall quality of life for individuals with Autism.

The "PEERS" (Program for the Education and Enrichment of Relational Skills) course is widely recognized for its exceptional efficacy in supporting autistic young people in enhancing their social skills and establishing meaningful relationships. This evidence-based program has garnered significant acclaim owing to its robust research foundation and tangible outcomes.

A primary factor contributing to the course's effectiveness lies in its commitment to evidence-based practices. The development of the PEERS program entailed extensive research, drawing from disciplines such as psychology, education, and social skills training. The program's strategies are firmly rooted in proven techniques, and its curriculum has undergone rigorous testing and refinement. By basing their interventions on sound empirical evidence, the creators of PEERS have ensured the course's alignment with the distinct needs of autistic individuals.

The PEERS program also stands out due to its holistic approach, addressing the specific social challenges faced by autistic young people. These challenges encompass difficulties with conversational skills, nonverbal communication, and the interpretation of social nuances. The curriculum incorporates structured teaching methods, role-playing exercises, and real-life practice to facilitate skill acquisition and generalization. Participants acquire practical strategies for initiating and maintaining conversations, resolving conflicts, and interpreting social cues. The comprehensive nature of the program equips individuals with a diverse set of skills applicable across various social contexts.

Furthermore, the effectiveness of the PEERS course is substantiated by a robust evidence base. Numerous research studies have evaluated the program's outcomes and consistently demonstrated positive results. These studies have revealed significant improvements in social skills, encompassing heightened initiation of social interactions, enhanced conversation skills, and an increased understanding of social norms. Additionally, the PEERS program has been found to reduce loneliness, social anxiety, and depressive symptoms among participants.

The success of the PEERS course can also be attributed to its emphasis on promoting social inclusion and acceptance. By fostering an environment of respect, empathy, and understanding, the program encourages neurotypical peers to actively engage with and support autistic individuals. This inclusive approach helps bridge the gap between autistic and non-autistic individuals, fostering genuine friendships and social connections.

So, the PEERS course's effectiveness stems from its evidence-based approach, comprehensive curriculum, and substantial research backing. By addressing the unique social challenges faced by autistic young people and equipping them with practical skills, the program empowers individuals to navigate social interactions successfully. Moreover, the PEERS course promotes a more inclusive and accepting society, not only equipping autistic individuals with the tools they need to thrive socially but also fostering a culture of inclusivity.