Abstract
Adults with autism shared perceptions about Towson University's inclusive social group model via a descriptive survey study with closed and open-ended questions. Data from 18 respondents reflect the positive impact of university student peers and adult participants with autism feeling welcome, safe, and accepted. They also identified social skills goals associated with attending. This model for supporting social participation of adults with autism has potential for replication in other settings.
Primary Author and Speaker: Charlotte Exner
Contributing Authors: Alyson Frydman
Adults with autism have limited resources to support their social and community participation leading to social isolation (Orsmond, Shattuck, Cooper, Sterzing, & Anderson, 2013) and affecting life satisfaction (Schmidt, et al., 2013). Inclusive activities are commonly supported for children with autism, yet such opportunities for adults with autism are very limited. Strategies to enhance social participation of adults with disabilities are few and tend to focus only on individuals with disabilities or have a therapeutic focus.
An alternative approach is to address this issue from the perspective that change is needed in community opportunities that create access to inclusive activities. Towson University’s Hussman Center for Adults with Autism Social Group includes students as peers. This Social Group aligns with the PEOP model and considers adults with autism to be participants, not clients. This Social Group began10 years ago and now has more than 75 individuals in attendance. The environment and occupations support participants and students in engaging effectively with others who have social skill differences. Participants can self-determine activities with staff support available to problem solve difficulties. Administrative practices and student education for peer roles support a welcoming environment and foster social learning. Given needs for accessible community resources, replication of this Social Group model has potential. However, no study of the participants' most valued aspects of the model had been conducted. This study's purpose was to assess participants' perspectives about the Social Group components and the value participation holds for them.
A Summer 2017 descriptive study used a 30 item survey sent by mail to all 96 individuals (est. 90% males) on the Social Group list. The survey had 14 closed ended and eight open ended questions about the Social Group environment, engagement with others, most common activities, value of various elements, and feelings about the Social Group. Study inclusion required completion of a consent form, report of Social Group attendance, and self-report of probably or definitely having autism. Of the 21 returned surveys,18 males met study criteria. Descriptive analyses were completed for quantitative questions; descriptive qualitative analysis was used to code open ended question responses.
The survey format allowed participants to express their thoughts and feelings about the Social Group. Findings indicate that respondents (ages 18-over 36 years) include independent individuals and those with legal guardians. Both qualitative and quantitative data reflect that participants perceive and highly value engaging with the university students and being in a safe, welcoming environment, having the opportunity to have fun and enhance social skills, and feeling accepted. Various environment aspects, activities, and people were identified as important or "just right."
Overall, study findings suggest Social Group participants believe this inclusive model is of value in supporting their social participation and their comfort in interactions with the student peer mentors and staff. Additional study of the impact of frequency of participation and other demographic factors would be valuable as well as assessing implications for social participation in other settings. In addition, replication in other settings with assessment of strategies used for this process is feasible. Academic settings with occupational therapy faculty and students could explore use of this model for student professional experiences with community outreach. This Social Group model may be a key opportunity for occupational therapists to use a consultative approach in enhancing social participation of adults with autism.
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