Outcomes in Adults With Autism Spectrum Disorders

Howlin, Patricia

doi:10.1002/9781118911389.hautc04

“…By tailoring teaching methods and materials to meet the specific needs and abilities of each student, educators can maximize learning outcomes. According to Howlin (2012), individualized planning allows educators to address the unique strengths and challenges of ASD learners, promoting engagement and skill development. This involves conducting thorough assessments to identify each student's preferences, learning styles, and areas of difficulty, which serves as the foundation for creating personalized learning goals and strategies.…”

Section: Individualized Planningmentioning

confidence: 99%

Lived Experiences of Teachers Using Adaptive Strategies in Teaching Asd Learners: A Phenomenological Study

Jennifer G. Oyan,

Angel Fe D. Alas,

Judy Ann L. Bautista

2024

EPRA

0

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This qualitative study delves into how teachers apply adaptive strategies to instruct learners with Autism Spectrum Disorder (ASD) in Special Education (SPED) settings. Employing a phenomenological approach, the research utilized individual interviews and focus group discussions to explore various challenges, coping mechanisms, and insights related to the effectiveness and appropriateness of these strategies. Ten participants from SPED schools in Davao City were randomly selected to ensure diverse perspectives, with five engaging in individual interviews and the remaining five participating in focus group discussions. The initial findings reveal significant themes emphasizing the importance of adaptive strategies in teaching ASD learners. Key concepts include the utilization of visual aids, structured environments, and positive reinforcement, aligning with previous research indicating their efficacy in improving understanding and communication among ASD learners. Challenges in implementation, such as the variability in ASD presentations, underscore the necessity for personalized approaches. Furthermore, positive outcomes like personalized learning experiences and increased engagement highlight the beneficial impact of adaptive strategies. Subsequent findings shed light on the coping mechanisms employed by teachers to navigate challenges associated with implementing adaptive strategies. Individualized Education Plans (IEPs), support from colleagues, and open communication with families emerged as crucial coping mechanisms. Additionally, strategies for managing emotional and cognitive demands, ongoing professional development, and adapting instructional practices were emphasized, contributing to a deeper understanding of effective support mechanisms for ASD learners. Further insights into the effectiveness and appropriateness of adaptive strategies highlight themes such as individualized approaches, alignment with specific needs, and enhancement through teacher training and technology, emphasizing the importance of personalized, flexible, and collaborative approaches. These findings provide valuable guidance for educators and policymakers, drawing on relevant literature and research. In conclusion, the study underscores the significance of adaptive strategies in supporting ASD learners within SPED classrooms, advocating for personalized, structured, and inclusive educational approaches. KEYWORDS: ASD learners, adaptive strategies, special education, lived experiences, qualitative inquiry, coping mechanisms, teacher training, individualized approach.

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“…for children or youths. The severity of autism symptoms also tends to be less evident in adulthood than in childhood (Howlin, 2014), so social skill improvements may be more subtle and difficult to detect.…”

Section: Research Limitationsmentioning

confidence: 99%

“…Social difficulties can impact important aspects of daily life, and transitioning into adulthood can be a specifically challenging time (Wehman et al, 2014). As social contexts become more complex and social expectations grow, individuals with autism can become more vulnerable without intervention (Hendricks & Wehman, 2009;Howlin, 2014).…”

Section: Introductionmentioning

confidence: 99%

Complex lives: exploring experiences of Universal Credit claimants in Salford during COVID-19

Scullion¹,

Gibbons²,

Pardoe³

et al. 2022

COVID-19 Collaborations

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Background: Many young people with autism can have an average or above average IQ, yet they still struggle with the social competencies needed to successfully navigate into adulthood. Despite many individuals with autism experiencing significant challenges during their transition into adulthood, evidence-based therapeutic interventions to support individuals with autism during this transition are limited. The current literature suggests that cognitive behavioural therapy interventions can help improve social skills and the mental health of individuals with autism. However, little is known about the benefits for young adults with autism transitioning or who have transitioned into adulthood. Aims and Method: The aim of this research was to deliver a newly developed Cognitive Behavioural Social Competence Therapeutic Intervention for Adults with Autism (CBSCTI-A) to five young adults with autism. Research aims were to evaluate intervention feasibility and efficacy by triangulating data findings using a mixed methods approach.Results: Results support feasibility, with CBSCTI-A receiving very high user satisfaction ratings, and adherence to the intervention was high, recorded at ~90%. Fidelity to treatment was also high, ranging from ~86% to ~100%. Quantitative findings indicate that over an eight-week time period, a small sample of young adults with autism experienced significant improvements with regard to their social motivation, non-verbal conversation, emotional empathy, assertiveness, interpersonal relationships and selfcontrol. Qualitative findings provide further anecdotal support for intervention feasibility and efficacy. After the completion of the intervention, participants and their parents were invited to complete semistructured interviews. Thematic analysis (TA) revealed four main themes: user satisfaction, important components of therapeutic intervention, challenges and critiques, and recommendations. Conclusions:CBSCTI-A appears to be a feasible intervention; however, future research with larger samples and more rigorous controlled trials is needed before efficacy can be established.

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“…for children or youths. The severity of autism symptoms also tends to be less evident in adulthood than in childhood (Howlin, 2014), so social skill improvements may be more subtle and difficult to detect.…”

Section: Research Limitationsmentioning

confidence: 99%

“…Social difficulties can impact important aspects of daily life, and transitioning into adulthood can be a specifically challenging time (Wehman et al, 2014). As social contexts become more complex and social expectations grow, individuals with autism can become more vulnerable without intervention (Hendricks & Wehman, 2009;Howlin, 2014).…”

Section: Introductionmentioning

confidence: 99%

Social security during COVID-19: the experiences of military veterans

Scullion¹,

Martin²,

Hynes³

et al. 2022

COVID-19 Collaborations

0

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Background: Many young people with autism can have an average or above average IQ, yet they still struggle with the social competencies needed to successfully navigate into adulthood. Despite many individuals with autism experiencing significant challenges during their transition into adulthood, evidence-based therapeutic interventions to support individuals with autism during this transition are limited. The current literature suggests that cognitive behavioural therapy interventions can help improve social skills and the mental health of individuals with autism. However, little is known about the benefits for young adults with autism transitioning or who have transitioned into adulthood. Aims and Method: The aim of this research was to deliver a newly developed Cognitive Behavioural Social Competence Therapeutic Intervention for Adults with Autism (CBSCTI-A) to five young adults with autism. Research aims were to evaluate intervention feasibility and efficacy by triangulating data findings using a mixed methods approach.Results: Results support feasibility, with CBSCTI-A receiving very high user satisfaction ratings, and adherence to the intervention was high, recorded at ~90%. Fidelity to treatment was also high, ranging from ~86% to ~100%. Quantitative findings indicate that over an eight-week time period, a small sample of young adults with autism experienced significant improvements with regard to their social motivation, non-verbal conversation, emotional empathy, assertiveness, interpersonal relationships and selfcontrol. Qualitative findings provide further anecdotal support for intervention feasibility and efficacy. After the completion of the intervention, participants and their parents were invited to complete semistructured interviews. Thematic analysis (TA) revealed four main themes: user satisfaction, important components of therapeutic intervention, challenges and critiques, and recommendations. Conclusions:CBSCTI-A appears to be a feasible intervention; however, future research with larger samples and more rigorous controlled trials is needed before efficacy can be established.

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Outcomes in Adults With Autism Spectrum Disorders

Cited by 10 publications

References 110 publications

Lived Experiences of Teachers Using Adaptive Strategies in Teaching Asd Learners: A Phenomenological Study

Lived Experiences of Teachers Using Adaptive Strategies in Teaching Asd Learners: A Phenomenological Study

Complex lives: exploring experiences of Universal Credit claimants in Salford during COVID-19

Social security during COVID-19: the experiences of military veterans

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