Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults with Autism

Autor/inn/en	Weiler, Lindsey M.; Goerdt, Annie K.; Kremer, Kalli B.; Goldberg, Emily; Hudock, Rebekah L.
Titel	Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 37 (2022) 4, S.215-226 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576211073687
Schlagwörter	Adolescents; Autism Spectrum Disorders; Interpersonal Relationship; Depression (Psychology); Anxiety; At Risk Persons; Intervention; Adults; Mentors; After School Programs; Program Effectiveness; Well Being; Self Concept; Social Emotional Learning; Urban Schools; Students with Disabilities + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autism; Autismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Angst; Risikogruppe; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Well-being; Wellness; Wohlbefinden; Selbstkonzept; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14-18 years old; 100% male), seven adult mentors (19-33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants' perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01