Social and Leisure Skills

Research Bulletin Issue No. 24 September 2017 2 Middletown Centre for Autism Social and Leisure Skills 3

Contents

Introduction 5

Interview with Adam Harris 6

Research Articles Summarised 10

1. Limitations in Social Anticipation are Independent of Imaginative and Theory Of Mind Abilities in Children with Autism but not in Typically Developing Children 10 2. An iPadTM-Based Picture and Video Activity Schedule Increases Community Shopping Skills of a Young Adult with Autism Spectrum Disorder and Intellectual Disability 12 3. Using Video Prompting to Teach Leisure Skills to Students with Significant Disabilities 14 4. Promoting Social Competence and Peer Relationships for Adolescents with Autism Spectrum Disorders 16 5. Effects of a Modified Power Card Strategy on Turn Taking and Social Commenting of Children with Autism Spectrum Disorder Playing Board Games 19 6. Executive Function Predicts the Development of Play Skills for Verbal Pre-Schoolers with Autism Spectrum Disorders 21 7. Supporting Independence in Adolescents on the Autism Spectrum 22 8. A Randomised Controlled Trial to Improve Social Skills in Young Adults with Autism Spectrum Disorder: The UCLA PEERS Program 24 9. Teaching Social Interaction Skills Using Cool Versus Not Cool 26 10. A Group Based Intervention for Children with Special Educational Needs: Promoting Social Skills and Communication Through Shared Cooking Activities in a Mainstream Primary School 30 11. Teaching Leisure Skills to Developmental Disabled Children and Facilitating Interaction with Typically Developing Peers Through Playing Hockey 32 12. School-Based Social Skills Training for Children with Autism Spectrum Disorder 34 13. Comparing Simultaneous Prompting and Constant Time Delay to Teach Leisure Skills to Students with Moderate Intellectual Disability 36 14. Group Social Skills Instruction for Adolescents with High-Functioning Autism Spectrum Disorders 40 15. Examining the Impact of a Multi-Sport Camp for Girls Aged 8-11 With Autism Spectrum Disorder 42

Conclusion 46 4 Middletown Centre for Autism Social and Leisure Skills 5

INTRODUCTION

This is the twenty fourth Research Bulletin He felt that a poor online presence and a society produced by Middletown Centre for Autism and that does not truly understand were key elements it provides summaries of fifteen articles spanning of the challenges people with autism face, which from 2010-2017. needed to be addressed.

The Bulletin commences with an interview with Today, Adam is a frequent contributor in media Adam Harris. and at conferences home and abroad, around autism issues and the need to have a whole- Adam Harris is a social entrepreneur and community approach to autism. A Social Founder-CEO of AsIAm.ie, an organisation Entrepreneurs Ireland Awardee, Adam sits on the working to build an Ireland where every person Board of Specialisterne Ireland and is a member with autism can “live and succeed as they are”. of a number of governmental committees AsIAm.ie provides a central online hub for exploring disability issues. the autism community, which aims to inform and empower those affected, their families and Please note that the views represented in this document supporters. Through online engagement with do not necessarily reflect the views of Middletown users, AsIAm creates training programmes and Centre for Autism. Reviewers have, where possible, campaigns to engage various aspects of Irish life used the original language of the article, which may to understand Autism better and to become more differ from UK and Ireland usage and the usage of a autism friendly. range of terminologies for autism.

Adam founded AsIAm.ie based on his experiences of living with Asperger syndrome. Adam spent three years in Special Education, five in mainstream Primary education, with the support of an incredible Special Needs Assistant (SNA), and completed Post Primary School without the support of an SNA. As Adam benefited from early intervention, he felt the need to do something to give back to the autism community in Ireland. 6 Middletown Centre for Autism Social and Leisure Skills 7

AN INTERVIEW WITH ADAM HARRIS

4. As professionals, how can social and Be honest with facilitators – I’m inspired to see 1. What are the benefits of teaching You can’t make someone enjoy socialising but leisure skills be improved for children organisations like Foróige, CoderDojo, Scouting leisure skills to children and young what you can do is create the environment for that and young people with autism? Ireland and many others actively engaging with people with autism? to work – expose the young person to lots of I think the starting point in every relationship a organisations, like ours, and saying – we want to different types of activities, insist they participate professional has with a member of the autism be inclusive so what do we do? Often though the I think we tend to sometimes talk about autism in experience of parents has been that the “A word” a very clinical way – we talk about academics, in something, ensure the people facilitating that community should be – “What are you good at?”, activity have a good understanding, identify “What are your interests?”, “How could these has led to exclusion from groups so they join a therapies and care. Those three areas are vitally group or activity and don’t tell facilitators about important but sometimes what is forgotten is that young allies in that setting to enable participation enable you to be part of the community?” at a pace which is comfortable for the young the diagnosis. This means the facilitator can’t help meaningful inclusion means being included in Often we start with the list of “can’ts” – I think if person. and the setting will be totally unsuitable. everything, it means recognising that people with you start with the list of “cans” you can build a autism don’t JUST want to learn or be cared for. I was lucky in that my parents exposed me to so whole plan around those cans to teach just about Be honest. If you are turned away as a result – Like everyone else, we want to be involved in our many things and, as a result, I was learning to anything. But most critically you find ways to your child is way too good for that club or communities, be out and about and have fun. socialise – but slowly, without realising it and in a build leisure and social skills around this interest organisation. Things are changing and many Doing those things, can be just as challenging as setting I was actually enjoying. … without the person even realising! groups are joining our cause. I think it is also going to school or accessing support – but important to explain what autism means to your A great example is CoderDojo – for young autistic sometimes they are overlooked. 3. How do you encourage young people family member – download an “All About Me” people who happen to like coding, for the first booklet from our website and write simply their who have communication difficulties The consequences? Members of the autism time, their peers see them as the best at something differences, strengths and challenges and those community left out in their community, isolated to engage in recreational activities? and they are engaged with their peers outside the top tips you have developed which work for your as adults or not able to relax or exercise. It is You learn the language. We underestimate this classroom, but not in a contrived way but rather son or daughter. important we are given the skills to be able to fully issue in schools and I imagine this is the case even doing what they like! Over time, they become participate in the community. more so in leisure settings, which are often more comfortable and so the roots of friendship 6. How can teachers integrate social and voluntary in nature. In order to help the person to and mutual understanding can emerge. leisure skills into the curriculum for 2. Did you find it difficult to understand be able to communicate, you can’t just speak your My experiences participating in projects in children and young people with and learn social and leisure skills? If so language – you need to provide interpretation. We Transition Year enabled me to get comfortable autism? what helped you appreciate social and need to see much better recognition of alternative with a group of people who today are my best I believe that it’s quite important that social and leisure? communication systems and we need them to be friends. Sometimes interests can be strange or something which are recognised in the leisure skills are a priority for children and young Yes. When I was a younger child I found it very niche – but there is always a way to build a social community – like Irish Sign Language (ISL). people with autism – the rest can come later. hard to participate in social and leisure activities opportunity around it, sometimes you just need to Similarly, we need to be better at communicating Developing these skills should be a central part of with my peers, especially if they were create it! visually – how many leisure settings have social any Individualised Education Plan (IEP) as they unstructured or the rules kept changing. I was stories, visual schedules or other tools to enable a can be the greatest barrier to being able to access very rules driven and so found my own age group 5. How can parents and family members person to understand the environment and what the community. could often be confusing. Why on earth would help support and encourage the social to expect? you change or break a rule? and leisure skills of children and young Again, I’m not a fan of explicit “let’s make friends Also, it’s important we engage the other children time” but I am a huge fan of using the classroom I think you can’t make a child socialise and I think people with autism? in this process – we shouldn’t make learning a setting to promote the strengths of a person with it’s silly to try and force it – “go over there and be Expose, expose, expose – don’t force the young language an adult thing. We don’t do it with autism to their peers i.e. if someone is good at friends with that boy” – that’s not how the world person to do things they really don’t like but Spanish or French. history, make sure they do a history project and works. equally do not let a universal opt out of all present it to their peers in class. activities be an option. 8 Middletown Centre for Autism Social and Leisure Skills 9

Too often the person can be portrayed as “the 7. What sort of group leisure activities person who can’t do things” and this is really, can we offer young people with autism really unhelpful. to promote the development of their I think providing structured social opportunities social skills? in school is vital – after school clubs, at break Be person-centred; what will work for one young times etc, and make sure the offering is in line person will not necessarily work for another. Try with the interests of students who may struggle to to see if you can find common interests or co- participate in non-structured activity or who may habit interests alongside each other. It is vital that not join something unless they are passionate group leisure activities also appeal to neurotypical about it. peers and aren’t “special needs activities” at break Don’t underestimate the sensory environment – times. after more than decade of a policy of mainstreaming we still completely ignore the 8. Is it preferable to learn about and major accessibility issue that schools present from develop leisure skills in the classroom a sensory point of view. I think that the times of or in the real environment? the day students mix – before school, at breaks, Both are needed. You cannot throw someone in between classes and after school are sensory chaos the deep end without appropriate preparation for and make socialising next to impossible. Do a starting something new – addressing the “what sensory audit of your leisure times and look at ifs” (which cause so much anxiety) and letting the how you can make adaptations and make sure person set their own pace and build confidence students are sensory aware of one another and and trust. But equally, you can’t totally roleplay understand it is a real issue. the real world – so ultimately exposure is vital. 10 Middletown Centre for Autism Social and Leisure Skills 11

LIMITATIONS IN SOCIAL ANTICIPATION ARE INDEPENDENT OF IMAGINATIVE AND THEORY OF MIND ABILITIES IN CHILDREN WITH AUTISM BUT NOT IN TYPICALLY DEVELOPING CHILDREN

BACKGROUND RESEARCH FINDINGS autism were as able as their TD peers to anticipate The ability to anticipate likely future interactions The authors found that both groups (children what the interviewer may ask, their inability to forms part of our daily social experience and with autism and TD children) were closely state what they themselves would ask may be due allows us to adaptively prepare for future matched in age and full-scale IQ. With respect to to a difficulty with adopting an egocentric stance. situations, respond flexibly across environments, ToM, the TD children scored higher than their The authors posit that children with autism do not and make choices that result in better outcomes. peers with autism, however, in terms of have an inherent deficit in their ability to Individuals with autism spectrum disorder (ASD) imaginative ability and storytelling, there were no anticipate social interactions, rather it is that they have difficulty with social interactions, this is significant differences between the two groups. In are atypical in how they engage in this activity. widely recognised and is posited to be linked to relation to social anticipation, the authors found IMPLICATIONS FOR PRACTICE deficits in imaginative and social cognitive that the TD children were more likely to produce abilities. Recent research suggests that this may a response than the children with autism. For (by the authors) also be, in part, due to a decreased ability to both groups, a correlation was found between • It is imperative to study how children generate consider and rehearse future situations, actions, background characteristics (age and full-scale IQ) a particular type of response rather than focus or contingencies in the social setting. How and imagination measures. The correlation solely on the characteristics of the response children with autism engage in social anticipation between imaginative ability and ToM was similar itself. (the ability to anticipate the probable form and for both groups however the correlation between • The role of imaginative abilities in facilitating content of a future social interaction and to adapt ToM and storytelling, which utilises social social interaction warrants further one’s preparation for same accordingly) is an area imagination, was only significant for the TD investigation. that is currently under-researched. children. Equally with respect to social anticipation, the TD children’s responses RESEARCH AIMS correlated positively across ToM, imaginative Full Reference The aim of this research study is to investigate if ability and storytelling while the children with Angus, D. J., de Rosnay, M., Lunenburg, differences in imaginative capacities and social autism’s responses showed a very inconsistent P., Meerum Terwogt, M. and Begeer, S. anticipation exist between intellectually able correlation pattern. Furthermore, the influence of (2015). Limitations in Social Anticipation are children with autism and their neurotypical peers. storytelling and imaginative ability and ToM was Independent of Imaginative and Theory of Mind The role of Theory of Mind (ToM), and significant for the TD group but not significant Abilities in Children with Autism but not in imagination, in relation to social anticipation, is for the children with autism group. Typically Developing Children. Autism, 19(5), p. discussed. Overall this study found that intellectually able 604-612. RESEARCH METHODS children with autism only differ in terms of their ability to produce a response, i.e. what they would The authors interviewed 64 intellectually able say to another person, in a social anticipation children with autism and 71 typically developing task. Moreover, and in line with previous research, (TD) children. The children were grouped when measured utilising a structured task the according to chronological age and full-scale IQ. imaginative abilities of children with autism did Responses to tasks across the following categories; not differ from those of TD children. Social Theory of Mind, imaginative ability, storytelling anticipation performance was not predicted for and social anticipation, were measured. All children with autism as it was for TD children participants were individually tested at their however, it is possible that with repeated social school for a period of 20 minutes. All sessions experiences children with autism develop the were recorded and transcribed. The capacity for a level of social anticipation. The transcriptions were then independently scored. study also found that whilst the children with 12 Middletown Centre for Autism Social and Leisure Skills 13

AN IPADTM -BASED PICTURE AND VIDEO ACTIVITY SCHEDULE INCREASES COMMUNITY SHOPPING SKILLS OF A YOUNG ADULT WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITY

BACKGROUND Materials and settings The participant’s parent, an educational staff RESEARCH FINDINGS There is extensive literature to support techniques Book Creator software downloaded on an iPad person, and a residential staff person also Results of the current study replicate previous to establish community-based skills within 2 was used to provide visual cues and video completed a nine-item social validity survey to research showing the benefits of picture non-community contexts. However, researchers prompting. The application allows the user to assess their opinions on the goals, procedures, and schedules, video prompting, and video modelling, have recognised the importance of teaching create a “book” with individualised photos, outcomes of intervention. as well as the use of educational technology to community skills, such as shopping for groceries, videos, and lists. The first author photographed or Data analysis teach community shopping skills. directly in the community. Given the dearth filmed each step of the task analysis in each of the During baseline, the participant independently In the nine-item social validity survey, of community-based research, more studies three locations. These photos and video clips were completed an average of only 22% of the nine respondents reported that software was as are needed to evaluate strategies for teaching embedded in the “book” created within the Book steps of the shopping task analysis in the first effective as other instructional methods for the community skills directly in the community. Creator application for each location. location, 17% in the second location and 21% in community; her parent and residential staff Recently, investigators have employed various The study took place at three locations of the the third location. personnel rated the iPad 2 with Book Creator types of technology to teach community shopping Acme chain grocery store located in the north- software as easy to use, while her educational Upon implementation of the intervention in skills and have shown that video prompting eastern USA. staff personnel rated its ease of use as comparable the first location, the participant’s percentage of and video modelling are effective in producing with other methods. All respondents indicated Procedures independent shopping increased, but was variable complex response chains while minimising that the iPad 2 with Book Creator software was with an average of 49%. In the second location, prompting from instructors or caregivers. A preference assessment was conducted with the as acceptable as other methods for community she performed 66% of steps independently whilst participant to determine preferred items to be instruction, and all indicated that they would in the third location, she performed 62% of steps RESEARCH AIMS purchased during intervention and generalisation. be somewhat likely to use it to teach other independently. The purpose of this study was to evaluate the use The four most preferred items were chosen, two community skills. All respondents reported some of visual cues and video prompting delivered for intervention, and two for generalisation. Due to medication changes and closure of the improvement in the participant’s community by an iPad 2 to teach shopping skills in the A multiple-probe design across settings was used Acme store at the first location, intervention was shopping skills. community to a young adult with an autism in three grocery store locations. During baseline, discontinued at the first location. IMPLICATIONS FOR PRACTICE spectrum disorder (ASD) and intellectual the participant was assessed on her skills in During the maintenance probe without the iPad 2 disability. Maintenance and generalisation were following a printed picture list to shop for two with Book Creator software, the participant could (by the authors) also assessed. items identified in the preference assessment. independently complete 88% of the shopping • The iPad 2, a readily available technology steps in the second location, and 88% of steps RESEARCH METHODS During intervention, the participant was taught device that many people without disabilities to shop for the same two items using the iPad independently in the third location. use, can be effectively adapted to teach Participants 2 with Book Creator software to provide visual In the generalisation probe, in which she shopped functional daily living skills directly in the The participant was an 18-year-old female student cues and video prompting. Then, a maintenance for two novel items with the iPad 2 with Book community. diagnosed with ASD and intellectual disability. probe was conducted to evaluate the participant’s Creator software, she could independently • Shopping skills taught with the iPad 2, The student attended an approved private school independence in shopping for the same two items complete 88% of the shopping steps in the second maintained when the iPad 2 was withdrawn, in north-eastern USA and resided in a residential without the iPad 2. location, and 88% of independent shopping steps and shopping skills generalised to novel community home on the same campus. The Finally, a generalisation probe was conducted in the third location with the iPad 2. shopping items. student also demonstrated limited independence to assess the participant’s independence in Full Reference with shopping in community stores and was shopping for two novel items, also identified reported to be heavily reliant on instructor in the preference assessment, in the second Burckley, E., Tincani, M. and Guld Fisher, A. (2014). TM prompts to perform skills such as shopping. The and third locations, with the iPad 2 with Book An iPad -Based Picture and Video Activity student was further familiar with the iPad 2 for Creator software to provide visual cues and video Schedule Increases Community Shopping Skills use with communication applications, but had prompting. of a Young Adult with Autism Spectrum Disorder not been exposed to the iPad 2 to teach shopping and Intellectual Disability. Developmental skills or related skills. Neurorehabilitation, 18(2), p. 131-136. 14 Middletown Centre for Autism Social and Leisure Skills 15

USING VIDEO PROMPTING TO TEACH LEISURE SKILLS TO STUDENTS WITH SIGNIFICANT DISABILITIES

BACKGROUND RESEARCH METHODS Data analysis IMPLICATIONS FOR PRACTICE Some people with disabilities lack a repertoire Participants and setting The primary dependent measure for this study (by the authors) was the percentage of steps of a given leisure skill of leisure skills that allow them to use free time Nine students, aged between 10 and 22 years, • Using video prompting to teach leisure skills is completed correctly, within 30 seconds of viewing in constructive ways. Impairments in leisure with intellectual, physical and developmental increasingly more feasible, given the pace of the video clip during the intervention. Error skills may be attributed to difficulties in cognitive disabilities, including autism, participated in the development of digital technology. Following correction was provided for incorrect responses functioning, communication, and social skills but study. They were identified by their teachers, who the initial investment in the technology, video using a hierarchy of prompts. Baseline data was are also likely to come from structure constraints, reported that they had extremely limited leisure prompting is a low-cost teaching tool. collected at the beginning by providing verbal such as a lack of resources, support and skills repertoires. All sessions took place in a instructions to the student without the use of • Leisure activities are important because of the opportunities. The development of leisure skills classroom separate from those of the students. in individuals with disabilities has been linked to video prompting. positive effects on social interaction, Procedures communication and overall quality of life. several positive social and emotional outcomes. Data was also collected on the participants’ Teaching leisure skills, however, continues to be At the start of the study, each student’s parent and preferences for the targeted leisure skills before • Teaching leisure skills in a systematic way can a low priority in the education of students with teacher completed a leisure inventory developed and after intervention. also create a context to teach many other disabilities. by the researchers to identify potential leisure functional skills, for example communication Most individuals with disabilities require skills to teach. Students’ preferences for activities RESEARCH FINDINGS through providing choice of colours during activities and turn taking during cooperative systematic instruction and supports to develop were assessed by presenting items relating to the Overall, this study found that video prompting games. leisure skills. Several methods for teaching leisure task in an arc in front of the student, e.g. nail was effective with all but one student. Five skills have been shown to be effective, including polish for painting nails. The student was asked participants responded positively to the • The results of this study suggest that video explicit instruction and prompting, errorless to “pick one”, until all items had been chosen. intervention, mastering all three leisure skills prompting is an effective method for leisure learning and backward chaining, constant Students were then taught their first-, third-, and with the use of video prompting with error skill instruction. time delay and simultaneous prompting. One fifth-ranked preferences. correction. Three students had mixed responses Full Reference promising intervention for teaching leisure skills Task analyses for all 14 tasks taught in the study to video prompting with error correction, with is video prompting, with has been effective in were developed. Videos were then filmed using two students showing improvement in all three Cannella-Malone, H. I., Miller, O., Schaefer, J. teaching a variety of skills such as cooking, self- an iPhone 4, comprising of individual clips for skills but only mastering one of these each, and M., Jimenez, E. D., Page, E. J. and Sabielny, L. M. help, daily living and vocational skills. each step of the task analysis. Videos were filmed the other showing improvement in all three skills (2016). Using Video Prompting to Teach Leisure from the perspective of the student, using the but no mastery of these. One student did not Skills to Students with Significant Disabilities. RESEARCH AIMS same materials used by the students during the respond to video prompting with error correction, Exceptional Children, 82(4), p. 463-478. The purpose of this study was to determine if sessions. An auditory prompt was given by a however when provided with in vivo instructions video prompting could be used to teach leisure narrator during each clip. mastered two of the leisure skills taught. skills to students with disabilities. In addition, Maintenance and generalisation to novel situations the researchers sought to examine if the students’ of the newly acquired skills was found to be high preference for particular leisure activities would across all who had mastered their leisure skills. shift following skill acquisition. The study also found a dramatic shift in students’ preferences after they acquired new leisure skills. 16 Middletown Centre for Autism Social and Leisure Skills 17

PROMOTING SOCIAL COMPETENCE AND PEER RELATIONSHIPS FOR ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS

BACKGROUND 2. Changing relationships with adults RESEARCH FINDINGS d. Social cognitive interventions involve Adolescence is a period when young people Adolescents gain more independence and have The authors outline points of intervention under providing guidelines on the cognitive aspects encounter numerous transitions. One of the most less assistance and support from adults than the following headings: of social interaction e.g. theory of mind and during childhood. Many of the social emotion identification. The development of complex of these, is the social world that students 1. Intervention approaches focused on students interactions that adolescents encounter are these skills can support a young person with must learn to navigate. with autism with their peers and they may have limited developing their social skills and lead to more RESEARCH AIMS adult support during these interactions. It is An important intervention strategy involves positive social interactions. teaching adolescents specific skills and The purpose of this article was to outline some necessary however that teachers continue to 2. Intervention approaches focused on peers facilitate peer relationships by providing knowledge required to improve the quality of of the key considerations and complexities their interactions with peers and others. The These interventions focus on providing associated with supporting schools to address opportunities for students to engage in positive information, training and/or support to peer interactions. following strategies are discussed: social competence and peer relationships for typically developing peers in order to increase a. Social skills training involves teaching specific transition aged young people with autism. 3. Changing educational contexts their confidence in interacting with their peers social related skills e.g. eye contact and turn who have autism. Providing accurate As students transition through adolescence, taking in order to improve the interpersonal RESEARCH METHODS information on the strengths and needs of they encounter increasing numbers of teachers interactions of young people with autism. It is students with autism is necessary to allow their Difficulties and/or changes adolescents with and fellow students. The authors note that noted that social skills training should be peers to become more aware of their abilities autism may experience in the following four areas expectations may vary across settings, delivered in typical settings and driven by and learning needs. These strategies seek to include: particularly for those students with autism who assessment. attend both mainstream and special education address barriers to peer relationships which 1. Changing relationships with peers settings. b. For those young people who experience may stem from a lack of awareness and/or Relationships with peers gradually become difficulties with communication, it may be accurate information about autism. In more prominent in the lives of adolescents as 4. Changing definitions of Social Success necessary to ensure they become fluent with addition, peer interactions are more likely to they transition through to adulthood. A Social skills expectations can vary across the use of aided or unaided communication be successful and/or maintained if peers have growing proportion of a young person’s day is settings. The skills required to successfully systems with their peers. It is necessary for received training and support in how to use spent in the company of peers. The nature of interact with teachers are different from those young people with autism to have a means by relevant communication systems, facilitate bids relationships also changes and new social, required when interacting with one’s peers. The which they can fluently communicate with for interaction and a student’s participation in emotional, cognitive and behavioural skills are authors note that different social skills and their peers. social activities. It is recommended that the competencies may also be required for required to interact successfully with other c. Certain behaviours may hinder a young following steps are followed: a) identify situations after graduation. Therefore, students adolescents. Students spend an increasing person’s ability to successfully interact with his/ students with autism and peers who wish to be are required to develop social skills which are amount of time outside of the classroom with her peers and therefore behavioural involved, b) provide relevant strategy to be used across various settings and with their peers in both structured and informal interventions may often be necessary in order instruction, c) facilitate regular social various groups of people. activities while the use of social media allows to teach a more appropriate response that interactions and/or opportunities, d) provide adolescents a method by which they can serves the same function. guidance and support and e) evaluate the continue to interact beyond the school day. progress of participants across time. Navigating the social world can be a challenging task for young people with autism due to the complexity of social rules and hidden assumptions. 18 Middletown Centre for Autism Social and Leisure Skills 19

EFFECTS OF A MODIFIED POWER CARD STRATEGY ON TURN TAKING AND SOCIAL COMMENTING OF CHILDREN WITH AUTISM SPECTRUM DISORDER PLAYING BOARD GAMES

3. Intervention approaches focused on educator It is also necessary that parents are made aware BACKGROUND Each student was given an individual Power Card and paraprofessional supports of any school based interventions and The authors have claimed that there is a dearth of for each game where the special interest character It is essential that teachers and professionals strategies to ensure that they can continue to information regarding appropriate strategies to solved a difficult problem in a three or five step establish interventions that ensure students be developed in the home environment. support children with autism to engage in social manner from his or her point of view. On the first occasion, to achieve a baseline, the teacher read receive adequate social supports which IMPLICATIONS FOR PRACTICE reciprocal play with their peers. They advocate that simultaneously fade adult proximity. School through the support from the Power Card with (by the authors) the Power Card Strategy, using the child’s motivational staff can ensure the facilitation of social interests and innate qualities surrounding routine the student, next, the Card was simply presented interactions and can embed this into ongoing Five recommendations were outlined by the and predictability, may support the acquisition of to the student and on subsequent occasions, the instruction e.g. learning groups. Teachers can authors to promote social competence and peer the necessary social interaction skills. The Power teacher used gestural prompts until eventually the also plan interactive activities around leisure relationships for adolescents with autism: Card Strategy is a skills-based approach that script was replaced to the special interest activities or special interests. • Students with autism may benefit the most incorporates the child’s visual strengths in his or character’s picture and three one-word steps. 4. Intervention approaches focused on when teachers adopt a comprehensive her area of special interest, with his or her Each of the three required behaviours was schoolwide changes approach to intervention that simultaneously favourite character acting as an instructional measured per turn taking opportunity and Whole school policies and practices influence addresses building student competence, motivator, to offer opportunities for social converted to percentage of responses per the degree to which students are provided with equipping peers, reconceptualising adult roles, initiation encompassing appropriate social opportunity. The social commentary was noted opportunities for exposure to supported social creating supportive school cultures and behaviours to allow for increased levels of social when the student independently made game interactions. The structure of schools dictates engaging families more actively. inclusion and integration. relevant comments such as “You won”, or “That was a really hard one!” and when the student the extent to which students with and without • School teams should reflect on the roles staff RESEARCH AIMS autism spend time together both in and out of will play in delivering interventions, as well as commented using the script from the Power Card the classroom. Formal peer programmes can the professional development and support each This study aimed to teach two boys with autism, or verbatim lines from television programmes or provide opportunities for students to get to will need to do so effectively. through the introduction of the Power Card films. Strategy, the required skills to allow for know their peers with autism and other • Peers should play an important role in The parents were encouraged to use the same appropriate social interaction, including initiating disabilities. developing interventions focused on whole strategy and games at home to develop family play a turn, relinquishing a turn and social school change. times. 5. Intervention approaches to engage families commenting, while playing board games with • The use of new technologies is providing more Families represent a significant factor when their peer group. RESEARCH FINDINGS exploring the social opportunities available to students with autism with a reliable means of students with autism. The expectations parents communication. It is recommended that RESEARCH METHODS With both boys there were substantial increases in appropriate initiation and relinquishing of turns may have in relation to social participation can identifying ways of facilitating the use of this The two boys with autism were aged nine and ten in their play with their peers and at home, even influence the opportunities they provide to technology warrants increased attention. years. The study was carried out in an autism when the Power Card Strategy was differentiated their children with autism, while family • It is noted that there is a necessity for the specific classroom during social skills group with to just the special interest character picture and resources can affect the extent to which they development of social related assessment tools four other peers, a teacher and an assistant. The the three, one-word support structure. However, can access various technologies and/or and planning approaches specifically designed board games, part of the social skills group neither boy, increased his appropriate particular social events. Family priorities can for use with adolescents with autism. teaching, were selected as each student was commenting and both continued to display also affect the degree to which social goals are already familiar with and had the necessary game Full Reference special interest character comments and television included within Individual Education Plans. completion skills, pincer grip, turn completion Carter, E. W., Common, E. A., Sreckovic, M. A., and film script remarks. and game expectation. Families can play an active role in teaching Heartley, H. B., Bottema-Beutel, K., Gustafson, J. social skills associated with greater social R., Dykstra, J. and Hume, K. (2014). Promoting competence in the home. Parents, however, Social Competence and Peer Relationships for require information and strategies to support Adolescents with Autism Spectrum Disorders. their children’s social development. Remedial and Special Education, 35(2), p. 91-101. 20 Middletown Centre for Autism Social and Leisure Skills 21

EXECUTIVE FUNCTION PREDICTS THE DEVELOPMENT OF PLAY SKILLS FOR VERBAL PRE-SCHOOLERS WITH AUTISM SPECTRUM DISORDERS

Both boys reported enjoying the activities and • As one boy requested more Power cards, as RESEARCH AIMS IMPLICATIONS FOR PRACTICE liked using the Power Card, with James saying he practitioners it is important to continually The researchers aimed to determine the (by the authors) would like to use more Power Cards but Daniel observe and recognise if the child with autism relationship, if any, between the development • The research highlights the importance of early said he did not want anymore. has a range of interests to ensure we do not of Executive Function (EF) skills and the language development and its role as a building limit the child. development of play in preschoolers. Both sets of parents were delighted with the block in the development of play skills. For • This use of a range of interests may allow for a results of the Power Card Strategy when playing Further to this the researchers sought to those professionals who are delivering breadth of social commentary and not confine in the family home, as the number of tantrums determine the nature and direction of any programmes of early intervention the research the language used to one specific special had significantly decreased and they felt relationship between the two e.g. does EF provides a rationale for the individualisation of interest character or activity. empowered to use the same concept for influence play development or vice versa? early intervention programmes based on alternative family activities. • With the appreciation of the beneficial impact language development. of the use of the Power Card Strategy, the RESEARCH METHODS • For those children who do not have delayed IMPLICATIONS FOR PRACTICE Power Card script could offer a range of The sample consisted of 66 children with autism language the focus on developing their play (by the authors) socially appropriate comments and discourage (55 male; 11 female). All the children were verbal, development should be on the working with or restrict the use of echolalic responses • The time spent carefully observing and however there were individual differences in EF skills and the development of their EF. and comments evaluating the special interest of and influential verbal ability within the sample. Full Reference characters on children with autism can be Full Reference invaluable to the teacher, parent and assistants The children completed a range of cognitive and Faja, S., Dawson, G., Sullivan, K., Meltzoff, A., Daubert, A., Hornstein, S. and Tincani, M. (2015). when they are developing learning plans to neurocognitive assessments; a qualified observer Estes, A. and Bernier, R. (2016). Executive Effects of a Modified Power Card Strategy on promote social inclusion, initiation and play rated the symbolic and pre-symbolic play of the Function Predicts the Development of Play Skills Turn Taking and Social Commenting of Children skills. children using a range of play objects. for Verbal Preschoolers with ASD. Autism with Autism Spectrum Disorder Playing Board Research, 9(12), p. 1274-1284. • Consistently using the same strategy, at home Games. Journal of Developmental and Physical RESEARCH FINDINGS and in school, can help the child with autism Disabilities, 27, p. 93-110. generalise, in two distinct environments, and Language development emerged as a key factor develop appropriate social and leisure skills. in the relationship between play and EF. The children with higher language skills had a clear • The use of the Power Card Strategy may be relationship between their EF development and differentiated to expand the array of social and their play. In these children, EF development leisure activities offered to the child with predicted play development. In the children autism, once the child has assimilated the with lower language ability the relationship and concept. the direction of the relationship is less clear. • The child with autism may be motivated to The researchers indicate that in these children behave appropriately if the encouragement the development of play skills was more closely and directions are offered by their special related to language development. interest character, as both boys enjoyed the use of the cards. These findings replicate previous research that link language development and play in those children with lower levels of early language development. 22 Middletown Centre for Autism Social and Leisure Skills 23

SUPPORTING INDEPENDENCE IN ADOLESCENTS ON THE AUTISM SPECTRUM

BACKGROUND RESEARCH FINDINGS Evidence-based interventions to support independence in adolescents with ASD Adolescents with an Autism Spectrum Disorder Independence and ASD Practices that could be used to increase (ASD) are often challenged in the areas of Studies have shown that adults with ASD with independence for individuals with ASD e.g. with social communication, social interaction and and without intellectual disability rely heavily difficulties in social skills include self-monitoring, maladaptive, repetitive and/or rigid behaviours. on others for support in employment, living and video modelling and work systems. In addition, With adequate support provided during relationships in order to have good outcomes. task analysis and visual supports can be used to adolescence, many of these challenges can be Outcomes are affected by factors such as limited promote independence. Individuals themselves managed and gains made by the individual. independent performance and an overreliance need to learn self-determination and parents/ Adolescents in secondary school settings on prompts and feedback. Individuals with ASD caregivers will sometimes require support face challenges related to the structure and experience difficulties attending to multiple cues themselves to alleviate their worries about their organisation of the school. The structural in the environment, thus affecting their ability child’s ability to function independently in challenges relate to the physical structure and to learn by observing others. Independent secondary school. students are required to move from class to class functioning difficulties may also be related to in minimal transition time and often in crowded deficits in social communication as an individual IMPLICATIONS FOR PRACTICE corridors. They also have numerous teachers for with ASD may not be able to ask questions, different subjects and often a different peer group seek clarification about expectations or be able (by the authors) in each class. Adolescents with ASD attending to express preferences. Achievement of long- Practitioners and caregivers who offer support secondary school have lots of demands placed term independent functioning can be impacted to individuals with ASD must first recognise the on them to ensure they get where they need to by an excessive resistance to change or need for importance of independence as a curricular area be, on time, and often with little support from sameness and this may create difficulties when for students in secondary school and teaching for others. Adolescence is often described as a time caregivers try to fade or remove prompts that have independence should become the focus of every of increased independence but adolescents with been previously provided. activity: ASD often need additional adult support so that functional independence does not decline when Individuals with ASD present with impairment • The emphasis should be on teaching and these individuals enter adulthood. in executive functioning which also contributes measuring the process versus the product. to difficulties in independence. For example, • Practitioners should use the students’ strengths RESEARCH AIMS individuals may be challenged when planning in order to promote independence. multi-step sequences of events and find it difficult The aim was to examine issues around • Consider how, when and who will implement to demonstrate mental flexibility. independence, including the importance of independent instruction and supports. developing independence during adolescence Other contributors in establishing independence • Examine parent involvement to support and student demonstration of independence in in individuals with ASD is the challenge related to independence. secondary settings, the influence on secondary generalisation of skills and to the heavy reliance and post-secondary outcomes and factors that on prompts provided by others, rather than Full Reference contribute to difficulties in independence in environmental cues. Hume, K., Boyd, B. A., Hamm, J. V. and individuals with ASD. In addition, a secondary Kucharczyk, S. (2014). Supporting Independence aim was to provide a review of interventions that in Adolescents on the Autism Spectrum. have been designed to promote independent Remedial and Special Education, 35(2), p. 102-113. demonstration of skills and to reduce behaviours that may inhibit skill acquisition. Recommendations for future research and practice are also made. 24 Middletown Centre for Autism Social and Leisure Skills 25

A RANDOMISED CONTROLLED TRIAL TO IMPROVE SOCIAL SKILLS IN YOUNG ADULTS WITH AUTISM SPECTRUM DISORDER: THE UCLA PEERS PROGRAM

BACKGROUND Caregivers for the adult participants were also There was no difference between the two groups • The involvement of caregivers also means that Social skills and positive relationships with recruited and included family members, job in change in empathy as reported by caregivers skills can be generalised to multiple settings others are indicators of good quality of life for coaches, life coaches and peer mentors. This and no significant differences in social awareness, rather than only taught and practised in the adults with high functioning autism. Adults who involved attending 16 weekly intervention social cognition, responsibility or self-control. clinic setting. are socially isolated and who have not formed sessions, separate from the young adults with Participants in the treatment group reported • Training and support should be given to both friendships are at greater risk of experiencing autism. more monthly get-togethers, and caregivers in the caregivers and young adults with autism when loneliness and developing mental health Teaching methods included didactic instruction, treatment group reported an increased number of aiming to improve social skills. complications. Many adults with autism and role play, structured practice and homework. invited get-togethers. • The length of the intervention programme (16 without intellectual disabilities remain dependent Caregivers were given specific instructions on Most gains were maintained at 16-week follow- sessions) and the types of teaching methods on caregivers, and so intervention programmes how to assist with social coaching and support the up and there were new improvements in social used will also have contributed to the which are assisted by caregivers often have better young adults in homework assignments. communication, assertion, responsibility and successful outcomes, and it may therefore be outcomes. This study therefore examined the Assessments were carried out before intervention, empathy. worthwhile to replicate the intervention effectiveness of a caregiver-assisted social skills at the end of 16-week intervention and then at 16- These outcomes suggest that PEERS for Young programme used in this study when working programme for adults with autism who do not week follow up. Outcome measures were assessed Adults is effective in improving the social skills of with young adults with high functioning have an intellectual disability. The intervention using: young adults with high functioning autism. The autism. programme used was the Program for the study findings also highlight the importance of Full Reference Education and Enrichment of Relational Skills 1. Social Responsiveness Scale (SRS; Constatino, caregiver support in social skills intervention. (PEERS). 2005) Laugeson, E. A., Gantman, A., Kapp, S. K., Orenski, K. and Ellingsen, R. (2015). 2. Social Skills Rating System (SSRS; Gresham IMPLICATIONS FOR PRACTICE RESEARCH AIMS and Elliott, 1990) A Randomised Controlled Trial to Improve (by the authors and reviewer) Social Skills in Young Adults with Autism 1. To replicate a previous study with a new 3. Quality of Socialization Questionnaire (QSQ; Spectrum Disorder: The UCLA PEERS Program. sample of young adults with autism. Laugeson and Frankel, 2010) • Social skills intervention programmes can be effective in improving the overall social skills Journal of Autism and Developmental Disorders, 2. To assess the maintenance of outcomes 16 4. Empathy Quotient (EQ; Baron-Cohen and of young adults with high functioning autism. 45(12), p. 3978-3989. weeks following intervention. Wheelwright, 2004) In particular, improvements may emerge in the 3. To determine if young adults receiving the 5. Test of Young Adult Social Skills Knowledge areas of social responsiveness, social skills PEERS intervention would make more gains in (TYASSK; adapted from Laugeson and Frankel, knowledge and frequency of social get- social skills, social responsiveness, social skills 2010) togethers. knowledge and peer engagement than a • Most of these improvements are maintained, control group. RESEARCH FINDINGS and sometimes further enhanced, 16 weeks The treatment group showed significant after intervention has been completed. Other RESEARCH METHODS improvements over the control group in overall studies also report maintenance of outcomes Twenty-two adults with autism aged 18-24 years social skills, knowledge of social skills and years after intervention. were recruited from the UCLA PEERS clinic and frequency of engagement. There were also The Help Group (a community mental health improvements in social motivation, social • The involvement of parents and other organisation), and were randomly assigned to communication, cooperation and assertion, and caregivers in the intervention programme is a a treatment or control group. The treatment a reduction in autistic mannerisms (restricted key to its success. When caregivers are trained group attended 16 weekly 90-minute social skill interests and repetitive behaviours) in the in social coaching and give support to young group sessions while the control group received treatment group. adults with autism, outcomes are more likely to the same intervention 16 weeks later. Sessions last longer. included a focus on friendship skills, romantic relationships and peer conflict/resolution. 26 Middletown Centre for Autism Social and Leisure Skills 27

TEACHING SOCIAL INTERACTION SKILLS USING COOL VERSUS NOT COOL

BACKGROUND Prior to the study, the researchers trained both Intervention: The intervention condition RESEARCH FINDINGS One of the core deficits of Autism Spectrum confederate peers on the behaviours to display consisted of a NPS (as in baseline condition), a Skill acquisition Disorder (ASD) is impairments in social during NPS. ten minute break, and then implementation of CNC. First, the researcher labelled the skill to be The CNC procedure was effective in teaching behaviour. The lack of social behaviour can lead Procedures social behaviours with all three participants to negative outcomes for individuals diagnosed practiced for the session. Next, the researcher The study was conducted in small clinical rooms reaching mastery criterion and the length of time with ASD such as isolation. One procedure that demonstrated the target skill with a second adult of a private agency that served as the primary to reach mastery criterion (five sessions, three can be implemented to increase social behaviours – two “cool” and two “not cool” (order randomly school placement for each participant at the time sessions, eight sessions) was within the range for is the cool versus not cool procedure (CNC). selected). During “cool” performance, the of the study. NPS and teaching sessions were other commonly implemented interventions. CNC is a discrimination programme used to researcher displayed all of the steps of the targeted conducted in two different rooms. teach learners to distinguish between appropriate behaviour. During “not cool” demonstrations, the Demonstrations and role-plays researcher either omitted one of the steps or (“cool”) and inappropriate (“not cool”) social Each participant was taught one social skill Results showed the participants could demonstrated a step incorrectly. The researcher behaviours. CNC starts with a teacher related to social interaction. This skill was chosen discriminate and state why demonstrations were demonstrated the skill inappropriately based on demonstrating the behaviour (either the “cool” or in consultation with each participant’s clinical “cool” or “not cool” with a high degree of how the participant performed during the earlier “nor cool” way) in front of the learner and then supervisor. The skills selected were: accuracy following demonstrations. Participants’ NPS, or based upon a previous NPS if the earlier asking the learner to rate if the demonstration was a) How to make a compromise in selecting which average correct responding for appropriate NPS was 100% appropriate. General praise or “cool” or “not cool”. Next, the teacher asks the game to play. discrimination were 90%, 100% and 100%. corrective feedback was provided to the participant to state why the demonstration was Participants’ average correct responding for why b) How to share a snack with a peer. participant. The participant was then asked to “cool” or “not cool.” An optional component of the demonstration was “cool” or “not cool” were c) How to be assertive when a peer takes a play state one reason why the demonstration was CNC is the learner having the opportunity to 95%, 91.6% and 96.9%. The results also showed item without asking. “cool” or “not cool”. General praise was provided role-play the behaviour in front of the teacher. that the participants required very minimal for correct responses, for incorrect responses the Research sessions involved one session a day role-plays during each teaching session averaging researcher provided corrective feedback and RESEARCH AIMS across five days. The design consisted of three 2, 2.3 and 2.25 per session. The purpose of the study was to examine if the conditions: baseline, intervention, and modelling of the correct response. CNC procedure with addition of mandatory maintenance. Intervention was not implemented Maintenance: Identical to the baseline condition. IMPLICATIONS FOR PRACTICE role-playing would be effective in teaching social on the second or third participant until an Inter-observer agreement and treatment fidelity (by the authors) behaviours relating to social interaction to increase of behaviour was demonstrated by the individuals diagnosed with autism. previous participant. Inter-observer agreement was collected on the • The CNC procedure may be an effective Baseline: The researcher removed the participant primary dependent variable during 51.5% of method to teach social behaviours to RESEARCH METHODS and the confederate peer from their clinical probe sessions and was 100% across all probes. individuals diagnosed with ASD. Participants setting and conducted a single NPS around one of Treatment fidelity was also 100% across all • Role-playing may be an important component sessions. in skill acquisition as it allows positive practice Three participants with a clinical diagnosis of the skills identified above. NPS were opportunities under more controlled settings. Autistic Disorder participated in this study. All for the participant to display the targeted skill. A Data analysis participants were able to discriminate between trained confederate peer engaged in a behaviour The main measure was participant mastery of • The demonstration of both appropriate and “cool” versus “not cool” demonstrations and had that set the occasion for the participant to display skills which was determined during NPS. Mastery inappropriate behaviour may allow the the language to state why a demonstration was the social behaviour e.g. the peer asked the criterion was set as the participant displaying participant to observe what he or she is doing “cool” or “not cool”. The study also had two participant what game she wanted to play and 100% of the skill steps across three consecutive incorrectly in his or her natural environment. confederate peers to help with naturalistic probes then the peer stated a different game. No NPS. The second measure was the percentage of This may lead to a change in behaviour as a (NPS). Both confederate peers were five years old reinforcement or prompting occurred during correct responding during researcher result of being able to better discriminate his/ and also diagnosed with an Autistic Disorder but NPS. demonstrations. Third, the average number of role her own behaviour. were considered cognitively “higher functioning”. plays required per session were measured. 28 Middletown Centre for Autism Social and Leisure Skills 29

• The CNC procedure allows the teacher to change the wording and role-playing per session which could allow for better generalisation during more natural conditions. • Future research needs to be carried out for CNC to be considered evidence based. Research ideas include examining a wider variety of skills with more students, exploring how to teach children how to respond when different antecedents present themselves (e.g. they should not share a snack) and measuring higher degrees of generalisation e.g. without the presence of the researcher. Full Reference Leaf, J.B., Taubman, M., Leaf, J., Dale, S., Tsuji, K., Kassardjian, A., Alcalay, A., Milne, C., Mitchell, E., Townley-Cochran, D., Leaf, R. and McEachin, J. (2015). Teaching Social Interaction Skills Using Cool Versus Not Cool. Child & Family Behavior Therapy, 37(4), p. 321-334. 30 Middletown Centre for Autism Social and Leisure Skills 31

A GROUP BASED INTERVENTION FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: PROMOTING SOCIAL SKILLS AND COMMUNICATION THROUGH SHARED COOKING ACTIVITIES IN A MAINSTREAM PRIMARY SCHOOL

BACKGROUND follow a selected recipe with a focus on shared applying the social rules and successfully using The students involved in the study were all based attention on set tasks. The school staff modelled the verbal and non-verbal aspects of in mainstream classes, however the school and scaffolded the required social/communication communication. The collaborative nature of the identified groups of students that needed skills to help the students work together in a sessions displayed a significant growth in the additional time to develop targeted skills to group to get the task completed, focusing on children’s confidence and in their independent promote friendships and social inclusion. The social strengths, turn-taking and promoting ability to communicate verbally with their peers. positive interactions. school has a history of teachers working IMPLICATIONS FOR PRACTICE collaboratively to implement interventions, The session was split into three phases that could covering a wide range of curriculum areas, aimed be successfully completed in an easy-going (by the authors) at supporting the self-confidence and social atmosphere. The introductory phase allowed the • Sessions allowed successful modelling, competences of the children with SEN in the students to meet and greet each other and engage teaching and practising of skills including school. In the school year 2011/12, a cookery in spontaneous conversations that were scaffolded organisational skills, turn taking, safety based intervention was begun. by the teacher and special needs assistant (SNA) awareness and practice with the children. who were also able to model appropriate • The fundamental tools for any practitioner RESEARCH AIMS interactions. The central phase was the shared working in the area of education are a sound The aim of this cooking-based project was to activity of following that day’s recipe. The pupils knowledge and understanding of the core create and implement an intervention, supported were guided through the procedures, taking turns elements of an identified SEN and a child by literature, which could be applied in a primary to carry out the instructions and complete centred, creative appropriate and enjoyable school setting for enhancing social skills and different required tasks, such as weighing, mixing, approach to implementing interventions. communication in young children with SEN, pouring or sieving. The role of staff was to initially prioritising students with ASD. discretely direct procedures, attend to health and Full Reference safety and model positive social interactions. Macnamara, R. (2015). A Group Based RESEARCH METHODS When appropriate and safe to do so, the children Intervention for Children with Special Participants took photographs of the different steps required Educational Needs: Promoting Social Skills and Communication through Shared Cooking Five pupils in fifth and sixth class, who had been to complete the task. These were then used to Activities in a Mainstream Primary School. identified as benefitting from a social skills and make picture scripts and slideshows that the REACH Journal of Special Needs Education in communication intervention, were selected. The students could access at home so they could Ireland, 28, p. 3-20. initial group comprised of students with ASD, participate in cooking with family members. After however later groups included students with the recipe was completed, the session moved to various SENs, such as mild general learning the review stage. The group sat down together to difficulties, speech and language impairment, celebrate, discuss and enjoy the meal that they ADHD, dyspraxia and behavioural, social and had produced. emotional difficulties. RESEARCH FINDINGS Procedures The author and colleagues felt there had been The intervention ran from September to Easter improvements in the social skills and and each child in the intervention had an communication abilities of the participants. The Individualised Education Plan (IEP) that sessions allowed the pupils to practise essential prioritised learning goals in the areas of social life skills, as well as combining key curriculum communication and social skills. The group met areas such as Health, Language, Maths, Science, each week, for 50 minutes, working together to Social Studies, Muscle Control/Coordination and Social Skills. The children were observed 32 Middletown Centre for Autism Social and Leisure Skills 33

TEACHING LEISURE SKILLS TO DEVELOPMENTAL DISABLED CHILDREN AND FACILITATING INTERACTION WITH TYPICALLY DEVELOPING PEERS THROUGH PLAYING HOCKEY

BACKGROUND The aim of the research was to prove the It also asked if the Gonzaga club staff communicated IMPLICATIONS FOR PRACTICE A research review was conducted to highlight the hypotheses that a match in interest with typically information about the hockey in a clear manner. (by the Reviewer) developing peers could increase interaction, difficulties children with disabilities have in As well as the research with the eleven children a • The study highlights that more research needs specifically in participation in a recreational relating to others socially. Previous studies further study was carried out with two children to be carried out on the impact of activity and have an overall positive effect on the suggest that children with disabilities may often who had severe communication deficits and who developmentally disabled children interacting lives of the participants. The measurements for need to be provided with direct intervention to displayed challenging behaviour to different with typically developing peers in a leisure this were achieved by surveys carried out on a acquire the skills for social interaction. Another degrees. They had limited opportunity before the setting such as hockey. study emphasises that children who have not weekly basis throughout the programme. study to interact with other peers or typically • The study suggests that when these children acquired these social skills are less likely to be RESEARCH METHODS developing peers. Therapist and peer interaction are given direct teaching for leisure activities accepted by their peers. It also proposes that it is were measured individually for these two they are provided with an opportunity for essential that children have experiences outside The research method involved a study of eleven participants of the programme. positively interacting with peers socially in a their immediate family to form relationships and children age seven to eighteen years with a way that may not have been available to them have the opportunities for social integration. diagnosis of autism along with six hockey players RESEARCH FINDINGS from the Gonzaga Hockey club. The children previously. Research suggests that the social skills needed to The research findings according to the parent attended an ice arena on a weekly basis where the reports indicated the study had a positive impact Full Reference participate in social groups can be developed hockey players participated as therapists for 60 on each of the participants. Parents reported that Mortensen, S., Derby, K. M. and McLaughlin, T. F. through leisure education. Other studies have minutes at each session. Each session consisted of the study provided an opportunity for their (2015). Teaching Leisure Skills to Developmental demonstrated that children with disabilities can direct teaching and demonstration of the game children to engage in an activity with others that Disabled Children and Facilitating Interaction be taught to play games with typically developing where the children practiced new skills with the was normally not accessible for them. The pupils, with Typically Developing Peers Through Playing peers using modified rules. therapists. In the last four sessions typically for example, had the opportunity to play hockey Hockey. International Journal of Multidisciplinary This research review forms the basis for the developing peers were brought in to play the game as well as integrate with typically developing peers Research and Development, 2(1), p. 106-117. hypotheses for this study which is that is the with the participants. The research was carried in a functional and meaningful manner. The experience of ice hockey can have a positive out via a survey of each of the weekly sessions service providers were also given an opportunity impact on the lives of young people with from Spring 2009 to Spring 2010. The data to experience teaching children with a disability. developmental disabilities and their parents. collection for this survey was in the form of a questionnaire which the parents took home and RESEARCH AIMS asked their children throughout the process. A There are two main goals, first to provide an copy was also given to parents to pass on to opportunity to participate in the game of ice teachers to be filled out during a school day. The hockey to individuals with autism and other parents filled out how often each day the children developmental disabilities. The players were talked about hockey. The parents also asked the eventually integrated with typically developing children three questions each week. If they players during the ice hockey play. enjoyed their lesson, if they would go back next week and how much they liked hockey. The second goal involved college students with an interest in hockey providing a service A survey was also carried out with the therapists learning component to the participants i.e. who were hockey players from the hockey club. they demonstrated and taught the individuals This data was also collated as a response to a how to play hockey. questionnaire given to them on the last day of practice. It asked how they felt about teaching children with disabilities and whether they would come back again the following year. 34 Middletown Centre for Autism Social and Leisure Skills 35

SCHOOL-BASED SOCIAL SKILLS TRAINING FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

BACKGROUND Inclusion criteria for the typically developing RESEARCH FINDINGS participants consisted of teacher nomination due The study aimed to evaluate the effects of the Results from the study supported the efficacy of to demonstration of appropriate social skills and a Superheroes Social Skills programme, a social the Superheroes Social Skills programme, and neutral or positive history of interaction with the skills curriculum for children with ASD. Previous showed an increase in the levels of social pupils with ASD. research had shown this curriculum to improve engagement from pupils with ASD that are social engagements of children with ASD during Procedures generalised to non-training settings. In addition to the generalisation, effects of the participation unstructured recess periods, but had been limited The study consisted of three phases: baseline, in the programme were observed at the five in research data and lack of maintenance data. intervention and follow up. During the baseline week follow up. Although further research Five elementary aged (5-11 years) participants phase, the teachers conducted the ASSP for each should address the limitations of the study, with inclusive placements in public school participant with ASD to identify skills to be results indicate that the programme may settings were included in the study. taught and provide a pre-intervention measure of promote social skill use in children with ASD social functioning. In addition, a friendship RESEARCH AIMS in inclusion classrooms. survey was administered to pupils with ASD and The aim of this study was to further evaluate the their classmates. Pupils were also observed IMPLICATIONS FOR PRACTICE efficacy of the Superheroes Social Skills during recess periods to assess levels of social programme when implemented within a school engagement. (by the authors) setting. Four research questions were generated to • School personnel need manualised curricula guide the investigation: Intervention – sessions were conducted in small groups facilitated by trained graduate students. that address social deficits of children with 1. Is there evidence of a functional relationship Sessions were weekly and approximately 30 minutes ASD. between the implementation of the in length. Four social skills from the programme • Social skills programmes, if utilised, in a school Superheroes Social Skills programme and an were taught – “Participation”, “Body Basics”, “Turn setting may result in increases in social increase in social engagement of the Taking” and “Conversation/Topic Maintenance”. engagement of children with ASD that are participants during recess periods? The target social skill was introduced by DVD and generalised to non-training settings. 2. Is there a change in the socio-metric standing then the participants were provided with self- Full Reference of participants with ASD following monitoring cards and engaged in three to four participation in the programme? role plays using the target skill with peers. Radley, K. C., McHugh, M. B., Taber, T., Battaglia, A. A. and Ford, W. B. (2015). School-Based Social 3. Do teachers describe an improvement in the Facilitator praise and encouragement was used to Skills Training for Children with Autism participants’ social skills, following the encourage use of the self-monitoring card. Spectrum Disorder. Focus on Autism and Other programme? During the intervention, direct observation of the Developmental Disabilities, p. 1-13. 4. Do participants with ASD describe the participants during recess period was carried out Superheroes Social Skills programme as an by trained graduates. acceptable intervention? Follow up – Data was collected five weeks after the intervention. A minimum of three follow up RESEARCH METHODS observations of social engagements during recess Participants period was carried out for each participant with ASD. After these observations, participants with Participants were recruited from three public ASD and their peers once again completed the schools in the south-eastern United States – both friendship survey. participants with ASD and typically developing peers were selected for the study. 36 Middletown Centre for Autism Social and Leisure Skills 37

COMPARING SIMULTANEOUS PROMPTING AND CONSTANT TIME DELAY TO TEACH LEISURE SKILLS TO STUDENTS WITH MODERATE INTELLECTUAL DISABILITY

BACKGROUND RESEARCH AIMS The study required a variety (e.g. novelty cards, e) Generalisation post-tests for both tasks: A Recreation and leisure are important to the This study sought to answer the following different fonts/numeral sizes) of standard sized probe session was carried out in the same quality of life of most people, including research questions: decks of playing cards, a laminated adaptive novel setting as before (library). Programming individuals with disabilities. Often, individuals device (game layout template) for each game, task for generalisation was built into the study by a) Is CTD an effective way to teach a chained analyses of both card games, data sheets, timer using different decks of cards. Each student with disabilities have large blocks of free time that leisure skill i.e. solitaire card games, to high may be used inappropriately because the and a box of tangible reinforcers for one also made his or her own adaptive poster school students with moderate intellectual participant who did not respond strongly to (personalised template layout for each game) opportunities and skills needed for leisure disability? activities are not present. Most leisure skills are verbal praise. Sessions occurred in the students’ and completed a generalised probe session chained tasks (requiring a number of individual b) Is SP an effective way to teach a chained leisure self-contained classroom in a one to one using this. behaviours which are sequenced together to form skill i.e. solitaire card games, to high school arrangement. f) Maintenance probe sessions for both tasks: To students with moderate intellectual disability? a more complex skill). Two response prompting The following sequence of experimental encourage maintenance, the schedule of verbal procedures that have shown promise in teaching c) Which procedure is more efficient on measures conditions was followed for each student: praise during daily probe sessions was faded chained skills to students with various disabilities of procedural fidelity, and sessions, errors, and from CRF to FR2 to VR3 to FR21 or FR25. The a) Screening procedures. are constant time delay (CTD) and simultaneous time through criterion? trainer also assessed maintenance by prompting (SP). Both CTD and SP can be d) Do CTD and SP produce skill maintenance? b) Baseline probe sessions for both tasks: To conducting at least one probe session with each demonstrate baseline performance, each considered errorless learning strategies, but the e) Do CTD and SP produce skill generalisation student at two week intervals after skill mastery student completed a total task, multiple manner in which the prompts are faded differ. across settings? (apart from one student who only reached CTD is a method for transferring stimulus control opportunity baseline probe session on both mastery at the end of the school year). f) Which procedure is more efficient in terms of skills for three consecutive days or until data by systematically inserting an interval of time maintenance and generalisation? Inter-observer agreement and procedural fidelity between the target stimulus and the controlling were stable. An independent observer collected reliability data prompt. In the initial trials, the target stimulus is RESEARCH FINDINGS c) Generalisation pre-tests for both tasks: A probe on student responses and procedural fidelity immediately followed (i.e. 0 second delay) with session was carried out in a novel setting Participants during at least 20% of all sessions. Inter-observer presentation of the controlling prompt. In (library). agreement on student responses was above 99% subsequent trials an interval of time (e.g. 4 Five students enrolled in a self-contained d) Intervention phase for both tasks: On each day for all types of sessions. Procedural fidelity for seconds) is inserted between delivery of the target classroom for students with moderate and severe of intervention, participants received SP with CTD ranged from 98 to 100% accuracy during stimulus and the prompt until stimulus control is disability in a public high school in America. The one task and CTD with the other task. Both the probe sessions and 97% to 100% accuracy during transferring from the prompt to the target students ranged in age from 15 to 20 years. All SP and CTD conditions included a probe training sessions. Procedural fidelity for SP stimulus. SP is a systematic form of antecedent students had a history of systematic instruction session immediately before it. The training ranged from 98% to 100% accuracy during probe prompt and test used to transfer stimulus control. with CTD and SP. sessions were separated by at least two hours. sessions and 97% to 100% accuracy during On all trials, the presentation of the target Intervention The tasks and procedures and time of day the training sessions. stimulus is immediately followed by the The trainer developed task analyses of two session was conducted were counterbalanced Data analysis controlling prompt. functionally independent card games (clock across students. Criteria for mastery was based solitaire and row solitaire) which the trainer noted on student performance on the daily probe While intervention data were collected the daily had similar topography, reinforcement value, total sessions and consisted of 100% correct probe data were graphed and determined number of steps and number of steps that responses during one session with a criterion level performance of the students. demanded a functional order. Each of the tasks continuous reinforcement schedule (CRF) of analyses had 13 essential steps. verbal praise, one session with praise delivered after every second step (FR2), one session with praise on a variable ratio of every third step (VR3), and one session with praise only at the end of the session (FR21 or FR25). 38 Middletown Centre for Autism Social and Leisure Skills 39

RESEARCH FINDINGS Three of the four students acquired the skills in fewer sessions with SP than with CTD. One Efficacy student acquired only the skill taught using SP. All participants demonstrated 0% correct responding during baseline conditions. Four of IMPLICATIONS FOR PRACTICE the five students achieved mastery on both games (by the authors) and one student achieved mastery on one game. The student who achieved mastery on just one • Teachers may have two effective procedures game (taught by SP) only did so when the from which to choose when teaching chained criterion was changed to exclude her dealing the tasks to students with moderate disability. cards to begin the session. Overall, results indicate • Both CTD and SP offer unique advantages and that both procedures were effective. disadvantages. These specific advantages and disadvantages may match individual student Maintenance and generalisation characteristics. For example, CTD requires a Due to time constraints, one student completed wait response, and students without this no maintenance probe sessions. For skills taught behaviour may learn more efficiently with SP with SP, all four students maintained 100% since a wait response is not required. mastery for time frames ranging from two to four • CTD requires a wider range of responses and weeks after mastery. For skills taught with CTD, changes in teacher behaviour, therefore SP may two students maintained the skill with 100% be easier for some teachers to implement. accuracy two weeks after mastery. The remaining However, SP requires a daily probe session student maintained the skill with 92% accuracy which adds time and opportunities for errors two weeks after mastery and with 100% accuracy while CTD does not. 18 calendar days after mastery. Students • Teachers may use the assistive devices responded with 100% accuracy during described in this study as examples from which generalisation post-tests in the library. Students to create similar boards for other popular card also generalised the acquired skills with 100% games or leisure skills. correct responding to their own personalised adaptive devices. There were no substantial • Further research is needed to investigate the differences in skill maintenance and long-term maintenance of skills, whether generalisation between SP and CTD. The study students choose to play the taught games in did not assess long-term maintenance. their free time, possibilities for group instruction, and the use with different leisure Efficiency skills / trainers e.g. parents. SP appeared to be more efficient in terms of Full Reference sessions and percentage training errors through Seward, J., Schuster, J. W., Jones Ault, M., Collins, criterion, whereas CTD was more efficient in B. C. and Hall, M. (2014). Comparing terms of training time, probe time and probe Simultaneous Prompting and Constant Time errors through criterion. All students acquired the Delay to Teach Leisure Skills to Students with skills taught using SP; four of the five students Moderate Intellectual Disability. Education and acquired those taught using CTD. Training in Autism and Developmental Disabilities, 49(3), p. 381-395. 40 Middletown Centre for Autism Social and Leisure Skills 41

GROUP SOCIAL SKILLS INSTRUCTION FOR ADOLESCENTS WITH HIGH-FUNCTIONING AUTISM SPECTRUM DISORDERS

BACKGROUND Data on social functioning was collected before • Given the variability in treatment response, Individuals with ASD have socialisation treatment (baseline), immediately after qualitative parent feedback and lack of impairments that can contribute to mood and completion of the treatment (endpoint) and three sustained gains over time, it is hypothesised anxiety problems later in adolescence. months after the end of the group intervention that many youth with ASD will continue to Interventions that utilise cognitive, behavioural (follow-up). Changes from baseline to endpoint face obstacles to appropriate social and social learning techniques have been reported and from baseline to follow-up were analysed functioning, despite interventions targeting to be effective in reducing childhood social using paired t-tests and individual change social skills development. Addressing phobia and specific learning disabilities. Other significance. mediating mechanisms such as anxiety reduction may yield more lasting improvement approaches such as parent-directed interventions, RESEARCH FINDINGS video modelling and social storiesTM have been in social skills. Such an approach would allow reported to improve social skills in youth with The structured treatment was acceptable to more communication between intervention ASD. Few structured interventions that focus families based on session attendance (89%) and therapists and parents and would also facilitate specifically on young adolescents with ASD have post-group satisfaction ratings. Parents of 14 more immediate feedback on teens’ progress. participants completed the Parent Satisfaction been developed. Group based social skills Full Reference training for young people with ASD provides a Survey and responses showed they were satisfied White, S. W., Koenig, K. and Scahill, L. (2010). new opportunity to practice new skills with peers with most aspects of the programme. Treatment Group Social Skills Instruction for Adolescents in a semi-structured format with adult assistance. integrity was acceptable (96%). Nine participants demonstrated significant improvement based on with High-Functioning Autism Spectrum RESEARCH AIMS reliable change indices. Both teachers and parents Disorders. Focus on Autism and Other Developmental Disabilities, 25(4), p. 209-219. The aim of this research was to examine the later reported that the group intervention feasibility and preliminary efficacy of a structured, programme produced significant improvement in group social skills training programme for high teens’ social initiation and willingness to functioning youth with ASD. participate in social activities. Gains were not, however, uniform across school and home, nor RESEARCH METHODS were they consistently maintained following Fifteen participants (14 boys and one girl) treatment. completed a 16-week outpatient group-based IMPLICATIONS FOR PRACTICE intervention at a university-affiliated outpatient clinic that specialised in ASD. Average age was (by the authors) 12.55 years. Participants had to meet various • Prior to conducting a larger, randomised trial study criteria to be included: between age 11 and to evaluate efficacy for group-based social skills 14, have an IQ greater than or equal to 70 and training for youth with ASD, further research have a DSM-IV-TR diagnosis of Autistic Disorder, may be useful to identify valid and sensitive Asperger Syndrome or Pervasive Developmental measures of change. Disorder – Not Otherwise Specified (PDD-NOS). • Future researchers need to address the Participants were allocated to be in one of four perceived conflict between the call for manual- groups. Treatment plans included two or three based interventions and the need to be flexible prosocial target behaviours and one or more in treatment planning to meet the individual problem behaviours that interfered with prosocial needs of the youth with ASD. functioning. 42 Middletown Centre for Autism Social and Leisure Skills 43

EXAMINING THE IMPACT OF A MULTI-SPORT CAMP FOR GIRLS AGED 8-11 WITH AUTISM SPECTRUM DISORDER

BACKGROUND Motor proficiency o Do you think this camp helped your RESEARCH FINDINGS Fundamental motor skills (FMS) are essential • The Test of Gross Motor Development daughter gain confidence? Please explain Motor skills proficiency (TGMD-2): A standardised assessment that using an example(s). skills that develop throughout childhood and are There were significant group changes at all three measures FMS consisting of a score on 12 crucial for developing more complex skills, which o Do you think that your daughter has taken assessment periods (pre-test, post-test, eight-week motor skills within two subscales: locomotor enable participation in sport, recreation and more interest in being physically active since follow-up test) for all gross motor variables (run, gallop, hop, leap, horizontal jump, and leisure activities. Greater motor skills proficiency the camp ended? If yes, will she likely join a measured by the TGMD-2. No significant slide) and object control (stationary ball strike, and physical function have been linked with new or return to a physical recreational differences were found between the post-test stationary dribble, kick, catch, overhand throw greater social skills; psychological, physiological, activity or sport in the future? results to the eight-week follow up; however, there and behavioural outcomes; as well as cognitive and underhand roll). o Would you recommend this camp to other was no significant regression, suggesting a learning in children with ASD; which is beneficial • Physical Activity (PA): A time-stamped parents with a daughter with an intellectual/ retention of learned motor skills. There were no in improving daily living skills. Girls with ASD pedometer (Omron Pocket Pedometer Model developmental disability? Please explain significant changes within the pedometer data. are more likely to have less proficient motor skills Number HJ-729ITCCAN) was used to why. The participants accumulated considerably less than both their peers with typical development measure PA for seven consecutive days. than the recommended daily steps for children. and boys with and without ASD. This discourages Participants and their parents were instructed Social and adaptive behaviour Physical self-perceptions participation in sport, recreation, and leisure to clip the pedometer onto their right hip when • The Social Skills Improvement System (SSIS; activities and deprives them of the opportunity to they woke up and to take if off at night. measuring social skills, problem behaviours There were no significant group changes at all develop social skills among peers. and academic competence) and the Vineland three assessments for all variables of the CSAPPA. Physical self-perceptions Adaptive Behaviour Scales (VABS-2; Significant group improvements were found for RESEARCH AIMS • The Children and Youth Physical Self- measuring communication, daily living skills the total score on the CY-PSPP, as well as Sport/ The aim of this study was to examine the impact Perception Profile (CY-PSPP). A 36-item and socialisation) were completed by parents at Athletic Competence. The Global Self-Worth of participation in a multi-sport skills day camp questionnaire used with children and youth to the pre-test and again the eight-week follow-up variable of the CY-PSPP also significantly on motor skills, social skills, physical self- study how self-perceptions influence PA and test. improved between the pre-test and the eight-week perceptions and adaptive behaviour of girls ages other psychosocial constructs. follow up test. Intervention 8-11 with ASD. • The Children’s Self-Perceptions of Adequacy in The five full-day Multi-Sport Camp took place Social and adaptive behaviour and Predilection for Physical Activity RESEARCH METHODS during the summer. The camp curriculum was No significant group improvements in social skills (CSAPPA). A 20-item scale that provides inspired by the Special Olympics FUNdamentals were found using the SSIS however there were This study followed a pre-test, post-test quasi- information regarding children’s adequacy, programme, which falls within the Long-term small increases among social skills, cooperation, experimental design with an eight-week follow-up predilection and enjoyment toward PA. assessment. Athlete Development Model to target the empathy and self-control. There were significant • A four-item feedback questionnaire was development of FMS in children with intellectual improvements among the Social Skills Domain of Participants completed by the parents/guardians at the first and developmental disabilities. Skills taught at the the VABS-2 including interpersonal adaptive Thirteen girls aged 8-11 years participated in the post-test, immediately following the camp. camp included locomotor and object control skills level, coping raw score and all overall social study. Questions included: with skills progressing in difficulty throughout the domain scores between the pre-test and eight- week follow-up test. There were significant Measures o Do you think this multi-sport camp helped week and slowly incorporated into everyday games and activities for functional play. positive correlations between the TGMD-2 gross The following measures were used by the authors: your daughter make any improvements in her motor skills? Please explain using an motor quotient and CSAPPA adequacy, example(s). enjoyment and total score at the eight-week follow-up test. 44 Middletown Centre for Autism Social and Leisure Skills 45

Four-Item Parent Questionnaire • More therapeutic recreation summer camps Parents responded positively when asked if there should be designed to focus on motor skills were any notable improvements in motor skills at and increasing PA not only for children with home. Functional benefits were also noted e.g. ASD but all children. taking part in more sports at school gym class • The curriculum used for this study could be without being self-conscious. Parents also noted incorporated into therapeutic recreation improvements in anxiety regarding going to new programmes involving motor skills and environments, confidence when speaking with physical activity. other girls, making new friends, and following instructions. • Collaboration among health science researchers and therapeutic recreation IMPLICATIONS FOR PRACTICE researchers is important so that expertise and (by the authors) best practices can be shared. • Health care providers, recreation instructors, • Additional research is required in longer and therapeutic recreation professionals should intervention durations, greater volume consider motor skills to be an area of primary intensity interventions and in larger samples of concern that warrants intervention for all girls with ASD with a control group. children with ASD, particularly girls with ASD. Full Reference • The low level of PA observed in this study is Guest, L., Balogh, R., Dogra, S. and Lloyd, M. consistent with previous research. Further (2017). Examining the Impact of a Multi-Sport research is needed to explore ways to measure Camp for Girls Ages 8-11 with Autism Spectrum and increase PA levels among girls with ASD. Disorder. Therapeutic Recreation Journal, 51(2), p. PA is likely to be influenced by factors such as 109-126. sensory issues, short attention span, fear and anxiety in new situations etc, in this population. • Children who learn refined motor skills are likely to have greater confidence in their abilities and be more inclined to participate in activities involving rigorous physical activity. Increased participation in sport, recreation and leisure, and free play will increase opportunities for inclusion and overall participation with peers. • Therapeutic Recreation Specialists would benefit from using the TDMD-2 and other tools that were used in this study in programmes focusing on improving gross motor function and self-perceptions to track individual improvements. 46 Middletown Centre for Autism Social and Leisure Skills 47

Your Opinion CONCLUSION

This Bulletin contains summaries from 15 articles BACKGROUNDThe Centre trusts that you have found this ResearchThere Bulletin were informative. no strong findings for post-primary relating to the promotion of social and leisure It would be appreciated if you would take a few minuteseducation, to providethe researcher the Centre indicates that this may The Rehabilitation Services Administration skills in children and young people with autism. with feedback in relation to this bulletin by clickingbe dueon the to the survey characteristics link below. of the sample as 87% database (RSA911) is an administrative data of the sample did not progress their post-primary The articles detail a range of useful strategies that set developed by the Rehabilitation Services career during or after their engagement with the can be used to promote social and leisure skills Administration to monitor rehabilitation services vocational rehabilitation programme. through the home, school and community and outcomes of State sponsored Vocational Survey for Autism and Play Volume 2 environments. Rehabilitation Programmes (VR). IMPLICATIONS FOR PRACTICE Examples of these strategies are: RESEARCH AIMS (by the authors and reviewer) - Use of video modelling and IPAD visuals to Researchers used the 2008 RSA911 to determine • The research highlights the need for employment promote leisure skills; these can be used both the relationships, if any, between the following: focused supports for children and young people as a video task analysis or as a series of with autism. This includes the provision of a 1. What demographic characteristics and VR photographs. These act both as a model and as series of job placements, support while on the job services predict successful employment? visual supports for community based activities placement and outreach support from colleges. such as shopping. 2. What demographic characteristics and VR • Those who are engaged in post-primary - Use of sports, superheroes and casual language services predict higher hourly earnings and provision for children and young people with (cool / uncool) to promote social skills; weekly work hours? autism are advised to consider the nature and research summarised utilised a range of 3. What demographic characteristics and VR variety of job placements as well as providing activities in order to model, motivate and services predict improving the postsecondary support and information for students while reinforce useful social and leisure skills and education of young adults? they are engaged in work experience. also to alleviate anxiety. • In addition to this, good communication and - School based approaches can also be useful; RESEARCH METHOD relationships with local colleges of further and the most successful school based programmes Researchers used logistic and multiple regressions higher education can be engaged to provide used technology, peers, parents, interests and to explore the relationships between predictor information and discussion options for young the creative deployment of teaching and variables (gender, ethnicity, benefits received) and people with autism as they consider their support staff within a supportive school outcomes for the 2913 service users on the database. post-primary careers. culture. RESEARCH FINDINGS Full Reference - For younger children, parents and The greatest contributor to predicting Miglore, A., Timmons, J., Butterworth, J. and professionals should recognise the importance employment was the provision of job placement Lugas, J. (2012). Predictors of Employment and of early language and perspective taking skills. services. Those students who received job Post-Secondary Education of Youth with Autism. Overall, the research summaries detail that a child placement support were four times more likely Rehabilitation Counselling Bulletin, 55(3), p. 176-184. centered integrative approach is the most to secure employment. Post-secondary education effective. Such approaches utilise a range of was also a predictor of securing employment. approaches e.g. school staff, peers and technology The strongest predictors of higher earnings were: that works on the child’s interests and strengths. receiving college services and post- secondary education. College services, post-secondary education and the level of benefits received were also predictors of longer hours of work. Those in receipt of fewer or no benefits were more likely to have longer hours of working. The Centre’s Research and Information Service welcomes any correspondence including suggestions for future Bulletins to: [email protected]

Middletown Centre For Autism 35 Church Street, Middletown, Co. Armagh BT60 4HZ T +44 (0)28 3751 5750 E: [email protected] W: www.middletownautism.com J G Cooper: Chief Executive, Registered in Northern Ireland, No. NI063661