Students' Evaluation of an Autism Peer Education Program: Initial Impressions of the KIT for Kids

Background:  The prevalence of autism spectrum disorders (ASD) is roughly 1 in 68 children.  The increased identification of students with ASD has implications for public education as access to general education and instruction in the least restrictive environment are legal rights.  Recent reports indicate that approximately 30-40% of elementary and middle school students with autism receive at least some of their instruction in general education settings.  As such, students with ASD and typically developing peers will likely encounter each other during school hours.  The practice of inclusive education for students with ASD is based upon protecting children’s educational rights and, in part, improving social acceptance.  Despite the potential social benefits of inclusion, inclusive education has yet to yield robust and consistent improvements in attitudes, social acceptance and social status for students with ASD.  The Kit for Kids (KfK) was developed by the Organization for Autism Research (OAR; see attached Figure) in order to provide evidence-based educational messages to elementary and middle school students to improve peers’ knowledge, initial attitudes, and behavior towards students with ASD. 

Objectives:  Investigators documented elementary and middle school students’ initial impressions of the KfK materials using a (a) 5-point rating scale and (b) semi-structured interviews.  The overall goal of the research was to conduct an initial evaluation of the materials, particularly students’ reactions to the materials and suggestions for improving peer education efforts on behalf of students with ASD.

Methods:  Researchers delivered the KfK program to five classrooms, two 8^th grade classrooms and three 5^thgrade classrooms.  One week later, 15 students, three per classroom, were randomly selected to complete (a) ratings of the materials and (b) semi-structured interviews about their impressions of the materials.  Students rated the (a) information presented, (b) booklet, and (c) poster on a 5-point scale [“Excellent” (5) to “Poor” (1)].  Responses to the interviews were audio recorded, transcribed, and coded according to grounded theory. 

Results:  All selected students consented to take part in the project.  Participant ages ranged from 10-15 years (M = 12.2 years; SD = 1.5).  Participants rated the information (M = 4.53; SD = 0.64), booklet (M = 4.53; SD = 0.64), and poster (M = 4.53; SD= 0.64) favorably, with average ratings falling between the “Good” to “Excellent” range.  Student responses were organized into nine familial codes that reflected students’ impressions of the messages and quality of the materials.  Students recalled specific details from the presentation regarding: sensory symptoms associated with ASD, a need to understand students with autism to change their behavior to support them in the classroom, and understand services delivered within the educational environment to support students with ASD. 

Conclusions:  Peers responded favorably to OAR’s KfK materials.  Interviews revealed that students recalled various aspects of the materials, particularly the need to better understand students with ASD to modify their own behavior to support their inclusion.  Students recommended supplementing the presentation with guest speakers, video examples, and hands on activities to better understand autism.