Increasing Socialization in Adults with Asperger's Syndrome

Autor/inn/en	Koegel, Lynn Kern; Ashbaugh, Kristen; Koegel, Robert L.; Detar, Whitney J.; Regester, April
Titel	Increasing Socialization in Adults with Asperger's Syndrome
Quelle	In: Psychology in the Schools, 50 (2013) 9, S.899-909 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21715
Schlagwörter	Socialization; Adults; Asperger Syndrome; Pervasive Developmental Disorders; Interpersonal Communication; Social Isolation; Interaction; Student Needs; College Students; Friendship; Program Effectiveness; Social Planning; Social Development; Skill Development; Peer Relationship; Intervention; Social Life; Questionnaires; Quality of Life; Life Satisfaction; Grade Point Average; Employment Level; Social Support Groups + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Asperger-Syndrom; Interpersonale Kommunikation; Soziale Isolation; Interaktion; Collegestudent; Freundschaft; Sozialplanung; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Peer-Beziehungen; Soziales Leben; Fragebogen; Lebensqualität; Lebensvollendung; Beschäftigungsgrad; Social support; Soziale Unterstützung
Abstract	Difficulties engaging in social activities are considered to be a core symptom of individuals with autism spectrum disorder (ASD). Both the literature and our clinical observations suggest that most individuals with ASD have a desire to engage in social activities, but social skill deficits make social interaction challenging, and in turn can lead to feelings of loneliness and isolation. Currently there are few resources to support adult students with ASD in forming friendships and involvement in the college community. Using a multiple baseline design over a 33-week period, this study evaluated the effectiveness of structured social planning for college students with ASD. Intervention included weekly sessions that included providing step-by-step social planning related to their interests, and feedback regarding their participation in social activities. In addition, training in specific organizational skills was implemented, such as determining activities, using a planner to ensure participation in the activities, inviting peers to activities, arranging for transportation, and so on. Results demonstrated that participants were not attending any social events throughout the baseline period. Following intervention, all participants increased the number of social events attended per week. Further, quality of life and satisfaction questionnaires all reported a higher satisfaction with their college experience and peer interactions following intervention. Finally, improvements were seen in other untargeted areas, including increases in non-structured social interactions, improvements in grade point averages, and employment. Results are discussed in regards to a creating a social support program for college students with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10