Student Support Services

CELO

At Celo Learning, we recognize that meaningful postsecondary outcomes extend beyond academics and employment. Social relationships, community participation, and a sense of belonging are also essential contributors to lifelong health, well-being, and quality of life.

We offer the PEERS® program to help adolescents and young adults strengthen social competence, build meaningful relationships, and develop the confidence needed to participate more fully in school, work, and community life.

Social Skills Optimize Post-Secondary Outcomes

Relationships Matter At Large

Individual Clients Seek to Strengthen Their Social Skills for Many Reasons

Can we compensate for relationships with competence?

The desire to learn skills differently and expand your competence is reasonable.

Celo Learning Offers PEERS®.

Here's What I Know

The Science of Learning: Why Direct Instruction Matters Without Pathologizing Anyone

Over time, we may unknowingly learn caution when what we truly desire is connection.

My Approach

Get Started

Selected Influences and References

The UCLA PEERS® Clinic

UCLA PEERS® Clinic is an outpatient, hospital-based program that includes parent and caregiver participation alongside social skills training for individuals across the lifespan with autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), depression, anxiety, and other social impairments. Groups take place at the UCLA Semel Institute for Neuroscience and Human Behavior, 760 Westwood Plaza, Los Angeles, CA 90024. Young adults must have a consistent social coach, such as a parent, caregiver, or support person, who is able to attend each week. To explore enrollment, families may contact the clinic directly: 📞 310-267-3377 📧 peersclinic@ucla.edu. Families may request billing codes from UCLA to verify coverage and copays with their insurance provider. UCLA Health accepts most private insurance plans.

Celo Learning is a Certified PEERS® for Young Adults Provider.

The Program for the Education and Enrichment of Relational Skills (PEERS®) is an evidence-based social skills curriculum originally developed by the UCLA PEERS® Clinic. Designed to support individuals with Autism Spectrum Disorder and other neurodiverse adolescents and young adults, the program provides structured instruction and teaches practical social skills that have demonstrated cross-cultural relevance in helping participants build meaningful relationships, strengthen self-confidence, and participate more fully in school, work, and community life. Trusted by families and clinicians worldwide, PEERS® teaches practical, ecologically valid social skills that support friendship, belonging, and lifelong quality of life.

Celo Learning is proud to offer PEERS® as part of its relationship-centered transition and social communication services. While the curriculum provides the framework, our approach is informed by education, the learning sciences, and the understanding that meaningful learning is fostered through psychological safety, compassionate relationships, structured instruction, and opportunities for guided practice.

Beyond our appointment calendar, where we encourage you to schedule a complimentary consultation, this page offers a deeper look at our philosophy, why PEERS® is an important part of our practice, and how we thoughtfully deliver the curriculum to support meaningful learning, relationships, and participation. The program is led by Kathleen M. O'Halloran, a Certified PEERS® for Young Adults Provider trained through the UCLA Semel Institute for Neuroscience and Human Behavior.

Meet Kathleen O'Halloran Certified UCLA PEERS® Provider
Helping Young Adults Build Friendships, Confidence, and Independence -

Social Skills Optimize Post-Secondary Outcomes

Relationships Matter At Large

Relationships, belonging, and participation are essential components of lifelong health and quality of life. Perhaps you already understand how important these things are. Meaningful post-secondary outcomes are about much more than academic achievement or employment. Success in adulthood requires relationships.

Individual Clients Seek to Strengthen Their Social Skills for Many Reasons

Perhaps you desire meaningful relationships, yet wonder why social experiences feel confusing, disappointing, or simply harder for you than they seem for others. You hear people say that you need more confidence, and you try. Yet after enough unpleasant experiences, it can become difficult to know what to do differently or where to begin.

Perhaps you have spent time reflecting on your thoughts, feelings, and prior experiences. You may have worked with a therapist, coach, or trusted professional and still find yourself wishing for more concrete information and practical guidance about what to do socially.

You may wonder: Is building new friendships really that mysterious? How do people develop and maintain meaningful relationships? Why do some interactions feel effortless while others feel confusing? Perhaps if I simply focus on achievement, my abilities and performance will speak for itself.

Can we compensate for relationships with competence?

Friendships, professional networks, mentorship, collaboration, and community participation are deeply connected to outcomes across education, employment, health, and quality of life. So, both matter. Competence matters, and relationships also matter.

The desire to learn skills differently and expand your competence is reasonable.

The desire to learn at all, to experience new things and connect with information, people, and ourselves - is deeply human.

Perhaps it is that simple.

If you find yourself wondering, "Could someone simply teach me the social rules for friendship, explain it, show me examples, let me practice, and provide guidance along the way?"

The answer is yes. Learning social skills does not imply a deficit, and teaching social skills does not require pathologizing the people who wish to learn. People seek out teachers, coaches, mentors, and opportunities for growth in every other area of life. Relationships and communication are no different.

Celo Learning Offers PEERS®.

Beyond our appointment calendar, this page offers a deeper look at why PEERS® is an important part of Celo Learning, the philosophy that guides this aspect of my practice, and how I thoughtfully deliver the curriculum to support meaningful learning, relationships, and participation.

Here's What I Know

PEERS® is an evidence-based approach that helps people learn and practice practical, ecologically valid social skills that support friendship, belonging, and participation.

Originally developed and studied with autistic young adults at UCLA, the Program for the Education and Enrichment of Relational Skills (PEERS®) is now used internationally to help individuals strengthen their social confidence and navigate relationships more successfully.

Through my work with individuals with Autism Spectrum Disorder, I pursued advanced training through the Semel Institute for Neuroscience and Human Behavior and became a Certified UCLA PEERS® Provider.

Over time, I have come to believe that these skills and strategies can benefit many people. As a post-secondary transition specialist, I teach social communication skills to my clients, explicitly because the same abilities that support friendship and belonging also support professional networking, workplace success, leadership, self-advocacy, and lifelong relationships. These are human skills.

Some individuals seek PEERS® as a medically necessary intervention. Others simply want to better understand social situations, strengthen relationships, and approach life with greater confidence.

Both paths are valuable.

The Science of Learning: Why Direct Instruction Matters Without Pathologizing Anyone

The Science of Learning: A quick bit on how it works, why direct instruction matters without pathologizing anyone.

While some people acquire effective social skills through social experience, others benefit from direct instruction. Learners who prefer direct instruction often prefer knowing the name of a skill, having it clearly explained, observing examples, and being given opportunities to practice and receive feedback. There is nothing unusual about this.

(Rosenshine, 2012; Archer & Hughes, 2011; Bandura, 1977)

Educators have long recognized that people learn in different ways and that growth is most likely when new knowledge and experiences are introduced thoughtfully, with consideration for culture, individual learning preferences, developmental readiness, and the psychological safety necessary for learning.

(Vygotsky, 1978; Bruner, 1983; Tomlinson, 2014; Hammond, 2015; Edmondson, 1999)

Intentional learning and targeted growth occur when learners are guided just beyond their current level of comfort and competence and provided opportunities to practice. Thoughtful instruction and supportive relationships make this possible.

(Vygotsky, 1978; Wood, Bruner, & Ross, 1976; Bruner, 1983)

On the other hand, when challenges substantially exceed readiness and we repeatedly find ourselves in situations that feel too far beyond our current abilities, authentic experiences alone may not result in the learning we hope for. Instead, they can feel overwhelming and interfere with the development of social confidence and competence.

(Vygotsky, 1978; Csikszentmihalyi, 1990; Siegel, 2012; Perry & Szalavitz, 2006)

In social situations especially, repeated experiences of confusion, awkwardness, disappointment, or rejection can quietly shape our expectations and behaviors. Without consciously intending to, we may begin to avoid situations that feel uncertain or lower our expectations in order to protect ourselves from further discomfort.

Over time, we may unknowingly learn caution when what we truly desire is connection.

(Bandura, 1977, 1986; Seligman, 1975; Bowlby, 1988; Beck, 1979)

These responses are understandable. They are not signs of weakness or failure. They are part of how human beings learn from social experiences and why intentionally designed learning opportunities can have such a powerful impact.

(Bandura, 1977; Vygotsky, 1978; Deci & Ryan, 2000)

My Approach

That is why I approach PEERS® as both an educator and a coach.

I recognize that every learner brings unique strengths, experiences, and goals. Through direct instruction, guided practice, visual supports, role-play, and real-world application, I strive to create a psychologically safe environment where students can learn and practice new skills before applying them in everyday life.

Educational psychologists describe this process as scaffolding—providing support while new skills are developing and gradually fostering greater independence and confidence.

By meeting students where they are and thoughtfully expanding their comfort and competence, we work together to foster greater confidence, independence, self-understanding, and meaningful participation in the lives they hope to build.

You do not need to become someone else. Together, we work toward helping you become more fully the person you hope to be.

PEERS® A Path to Social Connection

The PEERS® for Young Adults curriculum consists of sixteen structured lessons that combine direct instruction, guided practice, and real-world application. Each person's experience is individualized and paced according to their goals, learning preferences, and support needs. Together, we work on skills that support the ability to:

Initiate and maintain conversations.

Build and sustain friendships.

Navigate peer dynamics with confidence.

Strengthen self-advocacy.

Participate more fully in academic, workplace, and community settings.

Through coaching and guided practice, students build confidence, social fluency, and independence.

Get Started

Many clients are referred by families, educators, therapists, schools, and community partners. If someone shared Celo Learning with you, it is because they believe we may be able to help.

You do not have to figure everything out alone.

Learning about relationships, communication, and friendship is not a sign that something is wrong with you. It is a sign that these things matter to you—and that you are investing in the life you hope to build.

We invite you to schedule a complimentary consultation to share your story, ask questions, and explore whether this approach is the right fit for your goals.

Selected Influences and References

The philosophy and approach described on this page reflect Kathleen M. O'Halloran's synthesis of scholarship in educational psychology, social learning theory, developmental science, self-determination theory, and related fields, together with more than a decade of experience supporting adolescents and young adults as they navigate relationships, education, and the transition to adulthood.

As a research-informed practitioner and provider of direct student services, community education, and outreach, Kathleen recognizes that both science and practice continue to evolve. She remains committed to refining her methods in response to emerging evidence, lived experience, and ongoing reflection. She is also a grateful member of the Council for Exceptional Children and the American Psychological Association, communities that support her continued learning and professional growth.

Through this commitment to lifelong learning, Celo Learning strives to provide high-quality, relationship-centered services that support meaningful participation, belonging, and lifelong health, well-being, and quality of life.

Selected Influences Include:

Archer, A. L., & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching.
Bandura, A. (1977, 1986, 1997). Social Learning Theory and Self-Efficacy.
Beck, A. (1979). Cognitive Therapy and Emotional Disorders.
Bowlby, J. (1988). A Secure Base.
Bruner, J. (1983). Child's Talk.
Csikszentmihalyi, M. (1990). Flow.
Deci, E. L., & Ryan, R. M. (2000). Self-Determination Theory.
Edmondson, A. (1999). Psychological Safety.
Hammond, Z. (2015). Culturally Responsive Teaching and the Brain.
Perry, B. D., & Szalavitz, M. (2006). The Boy Who Was Raised as a Dog.
Rosenshine, B. (2012). Principles of Instruction.
Seligman, M. (1975). Learned Helplessness.
Siegel, D. J. (2012). The Developing Mind.
Tomlinson, C. (2014). Differentiated Instruction.
Vygotsky, L. S. (1978). Mind in Society.
Wood, D., Bruner, J., & Ross, G. (1976). "The Role of Tutoring in Problem Solving."

The philosophy and integration of these ideas, and their application to promoting meaningful participation, belonging, and lifelong health, well-being, and quality of life, have been developed by Kathleen M. O'Halloran through her work in education, transition services, and community engagement.

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Celo Learning is a Certified PEERS® for Young Adults Provider.

Meet Kathleen O'Halloran Certified UCLA PEERS® ProviderHelping Young Adults Build Friendships, Confidence, and Independence -

Social Skills Optimize Post-Secondary Outcomes

Relationships Matter At Large

Individual Clients Seek to Strengthen Their Social Skills for Many Reasons

Perhaps you have spent time reflecting on your thoughts, feelings, and prior experiences. You may have worked with a therapist, coach, or trusted professional and still find yourself wishing for more concrete information and practical guidance about what to do socially.

You may wonder: Is building new friendships really that mysterious? How do people develop and maintain meaningful relationships? Why do some interactions feel effortless while others feel confusing? Perhaps if I simply focus on achievement, my abilities and performance will speak for itself.

Can we compensate for relationships with competence?

Friendships, professional networks, mentorship, collaboration, and community participation are deeply connected to outcomes across education, employment, health, and quality of life. So, both matter. Competence matters, and relationships also matter.

The desire to learn skills differently and expand your competence is reasonable.

The desire to learn at all, to experience new things and connect with information, people, and ourselves - is deeply human.

Perhaps it is that simple.

If you find yourself wondering, "Could someone simply teach me the social rules for friendship, explain it, show me examples, let me practice, and provide guidance along the way?"

Celo Learning Offers PEERS®.

Beyond our appointment calendar, this page offers a deeper look at why PEERS® is an important part of Celo Learning, the philosophy that guides this aspect of my practice, and how I thoughtfully deliver the curriculum to support meaningful learning, relationships, and participation.

Here's What I Know

PEERS® is an evidence-based approach that helps people learn and practice practical, ecologically valid social skills that support friendship, belonging, and participation.

Originally developed and studied with autistic young adults at UCLA, the Program for the Education and Enrichment of Relational Skills (PEERS®) is now used internationally to help individuals strengthen their social confidence and navigate relationships more successfully.

Through my work with individuals with Autism Spectrum Disorder, I pursued advanced training through the Semel Institute for Neuroscience and Human Behavior and became a Certified UCLA PEERS® Provider.

Some individuals seek PEERS® as a medically necessary intervention. Others simply want to better understand social situations, strengthen relationships, and approach life with greater confidence.

Both paths are valuable.

The Science of Learning: Why Direct Instruction Matters Without Pathologizing Anyone

The Science of Learning: A quick bit on how it works, why direct instruction matters without pathologizing anyone.

(Rosenshine, 2012; Archer & Hughes, 2011; Bandura, 1977)

(Vygotsky, 1978; Bruner, 1983; Tomlinson, 2014; Hammond, 2015; Edmondson, 1999)

Intentional learning and targeted growth occur when learners are guided just beyond their current level of comfort and competence and provided opportunities to practice. Thoughtful instruction and supportive relationships make this possible.

(Vygotsky, 1978; Wood, Bruner, & Ross, 1976; Bruner, 1983)

(Vygotsky, 1978; Csikszentmihalyi, 1990; Siegel, 2012; Perry & Szalavitz, 2006)

Over time, we may unknowingly learn caution when what we truly desire is connection.

(Bandura, 1977, 1986; Seligman, 1975; Bowlby, 1988; Beck, 1979)

These responses are understandable. They are not signs of weakness or failure. They are part of how human beings learn from social experiences and why intentionally designed learning opportunities can have such a powerful impact.

(Bandura, 1977; Vygotsky, 1978; Deci & Ryan, 2000)

My Approach

That is why I approach PEERS® as both an educator and a coach.

Educational psychologists describe this process as scaffolding—providing support while new skills are developing and gradually fostering greater independence and confidence.

By meeting students where they are and thoughtfully expanding their comfort and competence, we work together to foster greater confidence, independence, self-understanding, and meaningful participation in the lives they hope to build.

You do not need to become someone else. Together, we work toward helping you become more fully the person you hope to be.

PEERS® A Path to Social Connection

Initiate and maintain conversations.

Build and sustain friendships.

Navigate peer dynamics with confidence.

Strengthen self-advocacy.

Participate more fully in academic, workplace, and community settings.

Through coaching and guided practice, students build confidence, social fluency, and independence.

Get Started

Many clients are referred by families, educators, therapists, schools, and community partners. If someone shared Celo Learning with you, it is because they believe we may be able to help.

You do not have to figure everything out alone.

Learning about relationships, communication, and friendship is not a sign that something is wrong with you. It is a sign that these things matter to you—and that you are investing in the life you hope to build.

We invite you to schedule a complimentary consultation to share your story, ask questions, and explore whether this approach is the right fit for your goals.

Selected Influences and References

Through this commitment to lifelong learning, Celo Learning strives to provide high-quality, relationship-centered services that support meaningful participation, belonging, and lifelong health, well-being, and quality of life.

Selected Influences Include:

The philosophy and integration of these ideas, and their application to promoting meaningful participation, belonging, and lifelong health, well-being, and quality of life, have been developed by Kathleen M. O'Halloran through her work in education, transition services, and community engagement.

Meet Kathleen O'Halloran Certified UCLA PEERS® Provider
Helping Young Adults Build Friendships, Confidence, and Independence -