Abstract
OTs should be addressing social participation when working with those with ASD, as it is within their scope of practice and is one of the greatest areas of needs for this population. In this presentation, the results of a study comparing the effectiveness of two OT group interventions, a humor-based group and a board-game group, to encourage social participation among six adolescents with autism will be analyzed and the statistical significance discussed.
Additional Authors and Speakers: Bailee Hymers
Primary Author and Speaker: Rachel Chaiet
Additional Authors and Speakers: Jessica Piatak
Social skills limitations are often one of the biggest challenges an individual with autism faces (Laugeson, Gantman, Kapp, Orenski & Ellingsen, 2015). Research has shown that "adolescents with ASD were significantly more likely to never see friends outside of school, be called by friends, or be invited to social activities" (Tanner, Hand, O'Toole, & Lane, 2015, p.1). Investigating the area of social participation for those with ASD is essential, as it is "an indicator or life quality and overall functioning" (Orsmond, Shattuck, Cooper, Sterzing & Anderson, 2013, p. 2710). Occupational therapists should therefore be addressing the occupation of social participation, as it is within their scope of practice and is one of the greatest areas of needs for this population. The use of structured games is a common intervention among occupational therapists and speech-language pathologists to encourage and teach appropriate social interaction skills (Oppenheim-Leaf, Leaf, & Call, 2012). Recent research has shown that many individuals with autism are able to appreciate humor and even improve their ability to comprehend it with targeted practice (Catarina, Da Fonseca, Esteves & Deruelle, 2017).
In this presentation, the results of an alternating-treatment study comparing the effectiveness of a board game group with a humor-based group will be analyzed and the statistical significance discussed. Six adolescents with moderate to severe autism participated in both groups over eight weeks, alternating between the two treatments. The individuals were chosen from a convenience sample of students at The Center for Discovery who had similar levels of social participation. Both the humor-based and the board game interventions were structured similarly, adapted to encourage maximal participation of each student and used a variety of evidenced-based strategies that improve social skills and social communication, including the use of social stories, PECS and were activity-based (Tanner, Hand, O'Toole, & Lane, 2015). In addition, the humor curriculum applied positive psychology principles, which state humor can be taught to those with an ASD through explicit instruction and exposure to a variety of types of humor (Groden, Kantor, Woodard & Lipsitt, 2011). Each session was video-recorded and each participant's social participation was individually rated by 3 separate investigators using Mary Donohue's Social Profile, as well as a social engagement checklist developed by the authors of the study. The results of the study supported the use of both board game and humor-based interventions to improve social participation among adolescents with ASD, however, individuals appeared to interact more with their peers during the humor-based activities. Occupational therapists should continue to provide group-based interventions that aim to improve social participation in adolescents with autism, as they are proven to be effective. It may be be beneficial to incorporate aspects of humor into these group activities, as it appears to be successful with some on the autism spectrum and may provide additional socio-emotional benefits.
Laugeson,E., Gantman, A., Kapp, S., Orenski, K. & Ellingsen, R. (2015). A randomized controlled trial to improve social skills in young adults with autism spectrum disorder: The UCLA peers program. Journal of Autism and Developmental Disorders, 45(12), 3978-89.
Tanner, K., Hand, B., O'Toole, G., & Lane,A. (2015). Effectiveness of interventions to improve social participation, play, leisure, and restricted and repetitive behaviors in people with autism spectrum disorder: A systematic review. American Journal of Occupational Therapy, 69(5), 1-12.
Orsmond, G., Shattuck, P., Cooper, B., Sterzing, P., & Anderson, K. (2013). Social participation among young adolescents with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 2710-2719.
Oppenheim-Leaf, M., Leaf, J., & Call, N., (2012). Teaching board games to two children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 24, 347-358.