Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review

Birnschein, Allison; Paisley, Courtney; Tomeny, Theodore S.

doi:10.1016/j.rasd.2021.101784

Cited by 5 publications

(6 citation statements)

References 51 publications

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“…Three reviews of autism acceptance/awareness/anti-stigma interventions for non-autistic peers were recently conducted (50)(51)(52). Programs reviewed in these studies varied widely, though all shared the goal of increasing understanding of autism.…”

Section: Awareness/acceptance Programsmentioning

confidence: 99%

“…It is also important to note that even when interventions purport to have the same goal (improving attitudes toward autistic peers), and even if they use the same outcome measures [e.g., the Adjective Checklist ( 55 )], the effects of the intervention could vary drastically depending on the framing of the intervention. For example, Birnschein and colleagues ( 50 ) included peer-mediated interventions in their review. These kinds of interventions frame the neurotypical student as a helper, placing the neurotypical student in a position of power compared to the autistic peer.…”

Section: Introductionmentioning

confidence: 99%

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A dual design thinking – universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers

Schuck,

Fung

2024

Front. Psychiatry

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IntroductionNeurodiversity describes the fact that humans all have different brains with unique qualities that contribute to society. Though understanding of neurodiversity is gaining traction among the general public, there remains considerable stigma and prejudice toward neurodiverse people. One way to combat these issues is to teach individuals about neurodiversity and encourage them to develop advocacy skills. Development of such knowledge is especially important for adolescents, as they have the capacity to make small (e.g., interpersonal interactions) and large (e.g., school-wide) impacts.MethodsEighty-nine high schoolers participated in a two-week virtual summer camp in 2022; research consent/assent was obtained from 19 (11 neurodiverse/neurodivergent). Campers learned about neurodiversity, Universal Design for Learning (UDL), and Design Thinking (DT) through lectures from researchers and neurodivergent people, as well as group activities and discussions. Campers worked in small groups to design a neurodiversity advocacy project based on the principles of UDL and DT. Each group was facilitated by camp counselors–some of whom were neurodiverse–who were all committed to neurodiversity advocacy. Participants completed questionnaires about autism, ADHD, and dyslexia pre- and post-camp. Some also completed optional post-camp interviews.ResultsPre-camp stigma toward neurodiverse conditions was generally low. However, autism stigma was significantly higher than dyslexia stigma (Z = −2.24, p = 0.025). After camp, autism stigma decreased (Z = −2.98, p = 0.003;) and autism [t(13) = 3.17, p = 0.007] and ADHD [t(13) = 2.87, p = 0.013] knowledge improved. There were no significant changes in ADHD or dyslexia stigma or dyslexia knowledge. Participants reported enjoying collaborating with other campers and learning about UDL and DT. Thematic analysis of interviews generated four themes: Increased Understanding of Neurodiversity; Increasing Empathy and Becoming Less Judgmental; Creating a Neurodiverse Community; and More Awareness is Needed.DiscussionThis pilot investigation suggests that a virtual summer camp can be effective in improving attitudes toward and knowledge of neurodiversity. Qualitative analysis indicated participants became more accepting after the camp, both in terms of being less judgmental toward neurodiverse people and more self-accepting among neurodivergent campers. Future research should investigate the long-term effects of such a program, particularly with diverse samples of students.

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Section: Awareness/acceptance Programsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A dual design thinking – universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers

Schuck,

Fung

2024

Front. Psychiatry

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“…For peer-education and awareness interventions, researchers emphasize the importance of changing the knowledge and attitudes of peers without disabilities and helping them be more accepting of peers with disabilities (Campbell, 2006). Multiple studies support the efficacy of peer-education interventions in changing the knowledge, attitudes, and behavioral intentions of neurotypical peers (Birnschein et al, 2021;Cremin et al, 2021). However, researchers highlight the need to better understand the impact of peer-education programs on autistic individuals (Campbell et al, 2019;Hume & Campbell, 2019;Odom, 2019).…”

Section: Indirect Peer-mediated Instruction and Interventionsmentioning

confidence: 99%

“…However, few studies of peer-education have investigated the effects of these interventions, established the social validity of the intervention for stakeholders, or explored the experiences of autistic students during peer-education interventions (Cremin et al, 2021;Odom, 2019). Indeed, researchers have pointed to the need to further investigate how peereducation interventions impact social outcomes for autistic students, as well as to explore the importance and acceptability of the intervention (Birnschein et al, 2021;Cremin et al, 2021).…”

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confidence: 99%

“Now They Have a Baseline Understanding”: Assessing the Effects and Social Validity of a Class-Wide Peer-Education Intervention for Autistic Middle School Students and Their Peers

Fleming,

VanUitert,

Wilson

et al. 2024

Preprint

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Peer-education interventions can be used to improve peer knowledge of autism and attitudes toward students with autism. In this study, we use a convergent parallel mixed methods design to assess the impact and social validity of Kit for Kids – a peer-education intervention for elementary and middle-school students. Sixty-four middle school students without autism, three autistic middle school students, and three teachers participated in the study. Differences in post-test scores on knowledge and attitudes between intervention and control groups were statistically different and changes persisted over a 1-week period. Social validity assessments from stakeholders (i.e., students with autism, peers, parents, and teachers) indicated generally positive feedback for the goals, procedures, and outcomes of the intervention. Qualitative survey responses and semi-structured interviews revealed potential adaptions for future research. We discuss the implications of our work for educators and provide recommendations for future research to support students with autism in inclusive settings.

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“…(ICD-11, 2019, 7 (Centelles, Assaiante, Etchegoyhen, ;Bouvard & Schmitz, 2012 ;Matsushima & Kato, 2013Gerber, Girard, Scott & Lerner, 2019 . Skoufou, 2019, 28 ) ( Maskey et al, 2013;Pandolfi & Magyar, ;(Matsushima & Kato, 2013Najafi et ;Prathyusha, 2018 10 ;Hemati & Mradi, 2020 ;Duvall, ;2020Birnschein et al, 2021 62 Centelles et al, 2012(Hartmann, 2018, 1 (Centelles et al, 2012Birnschein et al, 66 (Centelles et al, 2012;Meguid et al, 2018;Tsai et al, 2020;Volkmar, Jackson & Pete, 2021 006 (Gustafson, 2016;Kashefimehr et al, 2018;Randell et al, 2019;Schoen et al, 2019;Berube, 2021;Perihan, Bicer & Bocanegra, 2021, Scheerer, Boucher & Iarocci, 2021…”

mentioning

confidence: 99%

فعالیة برنامج تدریبی قائم على أنشطة بعض الذکاءات المتعددة والتکامل الحسی لتنمیة التفاعل الاجتماعی وخفض حدة الاضطرابات السلوکیة والوجدانیة لدى الأطفال ذوی اضطراب طیف التوحد

جبریل¹

2022

مجلة کلیة التربیة بدمیاط

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The research aimed to prepare a training program based on the activities of some multiple intelligences and sensory integration to develop social interaction and reduce the severity of behavioral emotional disorders in children with an autism spectrum disorder. The sample consisted of (20) children with autism spectrum disorder, and it was divided into two groups, one them being a control group and an experimental group, each consisting of (10) children. The research used the Intelligence Scale (Goddard Figures Board), the Autism Disorder Symptoms Assessment List, translated by Adel Abdullah (2006), the two lists of social interaction and behavioral emotional disorders, and the training program based on the activities of multiple intelligences and sensory integration, (prepared by the researcher). The results revealed that there were statistically significant differences between the mean ranks of the post-measurement scores for the experimental and control group on the two lists of social interaction and emotional behavioral disorders in favor of the experimental group. And there were statistically significant differences between the mean scores of the two measurements, the pre, and postmeasurements of the experimental group, on the two lists of social interaction and behavioral emotional disorders in favor of the post-application. There are no statistically significant differences between the mean scores of the experimental group in the post and follow-up measures one month after the completion of the program on the social interaction and behavioral emotional disorders lists.

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Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review

Cited by 5 publications

References 51 publications

A dual design thinking – universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers

A dual design thinking – universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers

“Now They Have a Baseline Understanding”: Assessing the Effects and Social Validity of a Class-Wide Peer-Education Intervention for Autistic Middle School Students and Their Peers

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