The Autism Society Event and Education Recordings Archive

Presenters will highlight their experiences with, Transitions, a peer-mediated social skills program for young adults with autism spectrum disorder (ASD). Essential components of the program will be discussed. Lastly, participants will be exposed to research supporting the effectiveness of the social skills program. As awareness about Autism Spectrum Disorder continues to increase, the need for a continuum of services is of utmost importance.  Within the K-12 education system, students have access to services to assist with their academic and social concerns; however, once the young adults complete their education, fewer services are available to them.  This gap in services is concerning because research shows that individuals with ASD are continuing their education in post-secondary institutions.  The National Longitudinal Transition Study utilized a sample that accurately represented those students in the special education system and followed students once they left the K-12 system to examine their outcomes.  Results of the study indicated that 32% of those students who were educationally verified with ASD went on to attend a post-secondary institution (Shattuck, Wagner, Narendorf, Sterzing, and Hensley, 2011).

            The presentation would begin by describing, Transitions, a social skills program for young adults with ASD.  Further, Transitions, began as a peer-mediated program for young adults with ASD and has continued to evolve to meet the needs of this population.  The purpose of Transitions is to (a) increase participants’ opportunity to learn and generalize social skills through peer modeling, (b) increase participants’ self-awareness of appropriate and inappropriate social skills within a natural environment, and (c) provide participants with opportunities to build relationships with peers.  The Transitions program utilizes peer mediation to improve social skills; thus two individuals with ASD were placed in a group with two typically developing peers.  As a group, they were encouraged to meet once or twice a month and engage in any activity that was of interest to the group members; examples included going to lunch, playing board games, and going for a walk.  In addition to small group activities, the Transitions program scheduled one program-wide event per month for everyone to have a chance to interact with one another.  

            Following the description of the program, specific information about how to develop a similar program will be addressed.  Topics such as developing a purpose, selecting participants, selecting peer-models, the role of parents, which social skills to discuss, the importance of an advisory board, and other details relating to the day-to-day operations.  Participants will leave the presentation with a general understanding of the components necessary to develop a peer-mediated social skills group for young adults.

            Lastly, the presentation will share results that demonstrate the effectiveness of the program.  For example, results indicated that those who participated in the Transitions program experienced social skills gains as measured by increases in the Social Skills Improvement System(SSIS) subscale scores following the completion of the program.  In addition to the research findings, presentation attendees will understand how the program has evolved to meet the needs of the students.  Lessons learned and tips for success will also be shared to help session participants understand components of a successful program. 

Shattuck, P.T.,Wagner, M., Narendorf, S., Sterzing, P., & Hensley, M. (2011) Post high school service use among young adults with autism.  Archives of Pediatrics and Adolescent Medicine, 165, 141-146.

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