Literaturnachweis - Detailanzeige
| Autor/in | Ashbaugh, Kristen Elizabeth |
|---|---|
| Titel | Assessing the Effectiveness of Structured Social Planning for College Students with Autism Spectrum Disorder in the Context of a Multiple-Baseline across Participants Design |
| Quelle | (2017), (114 Seiten)
PDF als Volltext Ph.D. Dissertation, University of California, Santa Barbara |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-3554-2736-3 |
| Schlagwörter | Hochschulschrift; Dissertation; College Students; Pervasive Developmental Disorders; Autism; Academic Achievement; Social Planning; College Environment; Quality of Life; Socialization; Well Being; Intervention |
| Abstract | An increasing number of individuals with Autism Spectrum Disorder (ASD) are transitioning into adulthood and entering postsecondary education. For both typical individuals and individuals with ASD, a college education and experience is linked to improved outcomes in employment, personal skill building, integration into a meaningful community, and overall quality of life. However, the majority of research and programming efforts are geared towards school-aged children with autism, and less attention has been given to the needs of young adults as they move beyond high school. Many college students with ASD report feeling lonely, isolated, and not able to engage with their peers and the campus community. These difficulties with socialization have been found to impact students' academic success, involvement within the university, and overall well-being in the college environment. Therefore, the purpose of this current study was to assess within the context of a multiple-baseline across participants design whether a structured social planning intervention produced improvements in measures relating to socialization and collateral areas relating to overall quality of life. Specifically, this study sought to enhance the understanding of socialization in college students with ASD by investigating the impact of a social intervention on the following: (1) Quantity of social activities; (2) Scope of social activities; and (3) Supplemental areas related to socialization (i.e. satisfaction with socialization and social conversation skills). Additionally, this research study examined the effectiveness of the intervention on collateral areas relating to quality of life, specifically the following: (4) Standardized assessments of well-being; and (5) Academic performance. Three students in higher education with a diagnosis of ASD participated in this study. Baseline data were collected with each participant for a period of three, seven, or eleven weeks. Following baseline, a structured social planning intervention was implemented for ten weeks and consisted of the following components: (a) Incorporation of the participant's motivational interests; (b) Participant's choice in social activity from a menu of activities based on their unique interests; (c) Training in organizational skills; (d) Support from a typical peer mentor; and (e) Social skills training related to communication and interaction with peers. Follow-up data were also collected for three weeks upon completion of intervention. Results indicated the following: (1) Two participants increased the overall quantity of social activities attended per week; (2) All participants increased their scope of social activities; and (3) All participants reported increases in supplemental areas related to socialization (i.e. satisfaction with socialization and social conversation). Furthermore, data indicated that increases in social behavior observed during treatment were maintained at follow-up. Results also illustrated that participants either maintained or improved in collateral areas beyond socialization that were not specifically targeted in the intervention. Specifically, data indicated the following: (4) Participants reported relatively consistent levels of well-being throughout the study; and (5) All participants improved in their academic performance following intervention. Results are discussed in regards to assisting college students with ASD to engage in social activities and expand their breadth of socialization. In addition, implications of findings and future directions related to the examination of collateral areas relating to quality of life are explored. Further research would be helpful to continue to develop and examine interventions to assist young adults with ASD to transition into higher education settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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