Get Started
Get Started

Ecologically Valid Curriculum

We utilize curriculum from the Program for the Education and Enrichment of Relational Skills (PEERS®), developed at the UCLA PEERS Clinic, along with other well-researched therapeutic approaches such as Cognitive Behavioral Therapy (CBT) and Acceptance and Commitment Therapy (ACT).

These evidence-based frameworks are proven to help neurodiverse individuals strengthen social understanding, improve emotional regulation, and build meaningful, authentic connections. By combining structured skill-building with cognitive and mindfulness-based strategies, we support clients in developing the confidence and flexibility needed to navigate real-world social situations.

PEERS®

The Peers® program is world-renowned for providing evidence based online social skills treatment for adolescents and young adults.

CBT and ACT

CBT and ACT help manage social anxiety by teaching individuals to challenge unhelpful thoughts, accept uncomfortable feelings, and take confident, values-based action in social situations.

S Groups

We use carefully selected elements of other evidence based therapy approaches that are shown to work with people with autism and other neurodiversity.

Get Started

Key Findings From Social Skills Training Research

Learn critical social skills that build confidence, reduce social anxiety, and lead to meaningful friendships.

Improved Social Skills

Improvement in social responsiveness and general social skills.

Better Friendships

More time spent meeting with friends and interacting socially.

Reduced Behaviors

Studies show a decrease in problem behaviors upon completion of PEERSⓇ.
Training of social skills for Autism and related disorders

Effective Telehealth

Telehealth is as effective as in-person treatment for improving social skills.

Evidence Based Methods for Teaching Social Skills

The following has been shown to be effective for teaching social skills:

  • Small group format
  • Didactic lessons/instructions
  • Modeling
  • Coaching
  • Role play demonstrations
  • In-group rehearsal
  • Homework
  • Caregiver involvement

Source: (Matson, 1984; Davies & Rogers, 1985; Fleming & Fleming, 1982; Mesibov, 1984; Gresham, Sugai, & Horner, 2001; Gralinski & Kopp, 1993; Rubin & Sloman, 1984, Frankel & Myatt, 2003; Rao, Beidel, & Murray, 2008; Laugesonet al., 2008)

Telehealth Efficacy

Research out of UCLA demonstrated efficacy in improving social skills for autistic youth via telehealth.

The findings found that PEERS via telehealth resulted in:

Significant decrease in:

  • Social responsiveness
  • Social skills knowledge
  • General social skills
  • Teen report in number of get-to-gethers
  • Parent report of number of get-to-gethers

Significant improvement in:

  • Problem behaviors

Source: Journal of Autism and Developmental Disorders

Telehealth Vs In-Person Delivery

Research found that telehealth delivery was relatively equivalent to in-person treatment, suggesting that teens on the autism spectrum were able to learn important friendship skills in a remote earning context.

The findings found that PEERS via telehealth resulted in:

No significant differences across treatment modalities in:

  • Social responsiveness
  • Social skills knowledge
  • General social skills
  • Teen report in number of get-to-gethers
  • Problem behaviors

Source: Journal of Autism and Developmental Disorders

Why Do We Target Friendships and Coping Skills?

Research has shown that neurodivergent youth tend to have very few close reciprocal friendships, poor friendship quality, less security in relationships, less involvement in social activities and increased social isolation entering adulthood. That is why we focus on helping you learn how to develop and maintain friendships.
Having one or two close friends:
  • Predicts later adjustment in life
  • Can buffer the impact of stressful life events
  • Correlates positively with self-esteem
  • Increases independence
  • Correlates negatively with depression and anxiety

Correlates negatively with:

  • Depression
  • Anxiety

Source: Howlin et al., 2013; Orsmond et al., 2013; Howlinet al., 2014; Tobin et al., 2013; Reichow et al., 2010

Making Friends and Learning Coping Skills can Reduce Depression

Having one or two friends lowers the likelihood of experiencing depression and anxiety and helps protect against peer rejection and victimization.

Research shows that teaching emotion recognition and understanding; theory of mind; and executive functions/real life type problem solving reduced the depression significantly on a depression inventory score post treatment.
Source: A Social Adjustment Enhancement Intervention for High Functioning Autism, Asperger Syndrome, and Pervasive Developmental Disorder NOS. Solomon M, Goodlin-Jones BL, Anders TF. J Autism Dev Disord. 2004 Dec;34(6):649-68.

The Consequences of Peer Rejection

We focus on developing and maintaining friendships, and help finding a source of friends because friendships are known to protect against the consequences of peer rejection and protect against victimization in autistic youth.
Peer rejection is one of the strongest predictors of::
  • Mental health problems
  • Depression
  • Anxiety
  • Poor academic performance
  • Early withdrawal from school
  • Substance abuse
  • Suicidal ideation
  • Suicide attempts
Source: Poteat & Espelage, 2007; Nansel et al., 2001; Espelage & Swearer, 2003; Hawker & Boulton, 2000; Schwartz, 2010; Perry et al., 2001; Doren et al., 1996; Little, 2001, 2002; Montes & Halterman, 2007; van Roekel et al., 2010; Whitney et al., 1992, Martlew & Hodson, 1991; O’Moore and Hillery, 1989
Get Started