Parent Employment Status and Race/Ethnicity as Predictors of Social Skills Outcomes in Autistic Children in PEERS® for Preschoolers
PEERS for Preschoolers lifts social skills and cuts parent stress across all races and income levels.
01Research in Context
What this study did
Martinez et al. (2026) ran PEERS for Preschoolers with autistic kids aged 3-5 and their parents.
They tracked social skills, behavior, playdates, and parent stress before and after the 16-week group.
They also checked if parent job status or race changed the results.
What they found
Kids got better at sharing, turn-taking, and asking friends to play.
Parents felt less stress and more confidence about handling playdates.
Rich or poor, Black, White, or Latino—every group improved the same.
How this fits with other research
Nickerson et al. (2015) and Titlestad et al. (2019) saw the same parent-stress drop in teens, so the calm spreads across ages.
Chang et al. (2014) showed teen gains hinge on baseline skills; the new study says preschool gains do not hinge on parent race or income.
Wyman et al. (2020) warned that autistic teens struggle to use PEERS skills outside class; Martinez now shows preschoolers can generalize, hinting earlier is easier.
Why it matters
You can offer PEERS for Preschoolers without screening for parent demographics—every family benefits. Start the group, teach the coach-and-practice steps, and schedule real playdates. Expect happier parents and stronger preschool friendships no matter the zip code.
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02At a glance
03Original abstract
PEERS® for Preschoolers (P4P) is an evidence-based, parent-assisted social skills program for young autistic children and children with other social challenges. The program aims to promote age-appropriate social skills and improve peer relationships. Parent employment status and cultural background may influence families’ engagement in the program and their relationship with providers, which can affect use of P4P skills outside weekly sessions. This study examined whether these parent demographic characteristics predicted program response in P4P. Participants were 46 autistic children (mean age=4.50 years; 78.3% male) and their caregivers who completed P4P between 2015 and 2019. Families took part in a 16-week curriculum with parallel child and parent groups. Program outcomes were measured using parent-report instruments, including the Social Responsiveness Scale–Second Edition, Social Skills Improvement System subscales of Social Skills and Problem Behaviors, Quality of Play Questionnaire, and Parenting Stress Index, Fourth Edition, Short-Form. Significant improvements were found in child social responsiveness, social skills, behavior problems, number of playdates, and parenting stress from pre- to post-P4P. Parent employment status and race/ethnicity did not significantly predict any program outcomes. Results indicate that P4P benefits families broadly, with no observed effect of parent employment status or race/ethnicity on outcomes. Future research should replicate these findings in a larger, more diverse sample and examine additional potential predictors of program response to inform clinical decision-making.
Journal of the Korean Academy of Child and Adolescent Psychiatry, 2026 · doi:10.5765/jkacap.250042