Social Skills Instruction, Online Modules, and Telecoaching to Develop Planning Skills of Young Adults With Autism

Abstract

This study examined the efficacy of an intervention package consisting of small group instruction, online instructional modules, and telecoaching to increase planning skills of eight young adults (ages 17–26) with autism spectrum disorder (ASD) and other related neurological disorders. Telecoaching sessions used existing video conference platforms (e.g., FaceTime, Google Hangouts, Skype, Zoom) with young adults as the direct recipients of the coaching. The primary dependent variable was number of planning steps described on fictional vignettes, and a supplementary dependent variable was self-reported participation in weekly social activities. A multiple baseline across participants design with participants assigned to three cohorts was utilized. Results indicated all participants increased knowledge of steps required to plan activities. However, implementation of the planned activities varied with minimal gains demonstrated by five of the eight participants. Implications for practice and research related to technology-based interventions to increase social engagement of young adults with ASD is discussed.

Telehealth Interventions to Promote Health and Behavior-Related Outcomes in Adolescents with Autism Spectrum Disorder

“…Two studies were pretest–posttest single-group designs (Backman et al, 2018 ; Wentz et al, 2012 ). Three studies used a single-subject design that include a multiple-baseline design as a control, which was considered to have a low risk of bias (Bross et al, 2020 ; Ford et al, 2020 ; Joseph et al, 2021 ). No study used blinding of participants and personnel, but three studies blinded the outcome assessors.…”

“…Weekly contact with an experienced clinician using a message function within the web-based platform involved feedback on comments or questions the participants asked NA •Treatment Credibility Scale (Borkovec & Nau, 1972 ) •ASD Quiz, modified from a corresponding knowledge quiz (Bramham et al, 2009 ; Hirvikoski et al, 2011 ) Hardware: Not detailed; described as computer-based intervention Software : Swedish national platform for Internet-delivered treatments (mostly for messages); SCOPE, an Internet-delivered intervention Bross et al. ( 2020 ) US N = 8; age 17–26 years Planning skills, participation in social activities Four online instructional modules: planning activities, using a personal calendar, self-monitoring, developing routines. Includes 6 weeks of in-person small-group primary intervention, with telecoaching sessions twice a week; 6 weeks of telecoaching fading (once a week or every other week); and 2 weeks of maintenance (concluding telecoaching sessions) Participants were divided into three groups; each group received the intervention according to their assigned cohort •Planning vignettes.…”

“…Some intervention outcomes aimed at increasing quality of life (Hatfield et al, 2017 ; Sehlin et al, 2020 ; Wentz et al, 2012 ). Others focused on promoting social skills (Bross et al, 2020 ; Joseph et al, 2021 ; Tang et al, 2021 ) or acquiring or promoting employment/job skills (Hatfield et al, 2017 ; Hayes et al, 2015 ; Strickland et al, 2013 ). Only one study’s outcome measure focused on the promotion of daily living skills (Ford et al, 2020 ).…”

“…Analysis of intervention outcome measures showed that four studies did not include validated tools but used only tools developed specifically for the study (Bross et al, 2020 ; Ford et al, 2020 ; Hayes et al, 2015 ; Joseph et al, 2021 ). Another three studies combined validated tools and new tools developed for study purposes (Backman et al, 2018 ; Hatfield et al, 2017 ; Strickland et al, 2013 ).…”

“…Coaches reported high treatment credibility and good clinical feasibility of the internet-based delivered intervention + Bross et al. ( 2020 ) Approximately 6 weeks for each group Social skills All participants increased their planning skills but presented no increased participation in weekly social activities Participants reported they liked the technology-based components of the intervention. Participants use their personal devices; little to no technical assistance was required ?…”