Analysis of Essential Factors Contributing to Effective Programming for Adults with Autism to Support Inclusion and Meaningful Community Engagement

Background: Adults with autism experience social isolation due to limited community involvement and access to social participation with peers, resulting in increased incidence of depression, anxiety, and other mental health challenges. Misconceptions and stigma about autism affect the psychological well-being and quality of life and of individuals with autism (Broady et al., 2017; Jensen et al., 2016). Community inclusion programs to support adults with autism are emerging, although effective programmatic factors and outcome measures have not been identified (Obeid, et al., 2015; Someki, et al., 2018).

Objectives: The purpose of this pilot study was to identify key factors that contribute to effective programming related to improving community participation and positive mental health of adults with autism, while reducing incidences of negative perceptions about autism and stigma from peers.

Methods: Researchers used a phenomenological research design (Moustakas, 1994) to analyze 83 archived reflective essays from university students who participated in a fifteen week service learning course focused on autism. Students partnered with adults with autism from the community during engaging weekly program activities, while studying strength-based, inclusive practices. Researchers used constant comparative methods in qualitative coding and thematic analysis to identify essential factors contributing to meaningful community engagement of the adults with autism.

Results: Researchers identified two primary themes: 1. inclusive social environments positively influenced student peer perceptions of adults with autism, 2. Student peers’ knowledge translation of strength-based strategies and positive perceptions of autism influenced mental health and quality of life of adults with autism. Sub-themes identified relationships, recognizing neurodiversity strengths, and autistic self-advocacy as contributing to positive mental health demonstrated by the adults with autism in the program. One student stated, “I believe that I learned more from them than they learned from me” and another commented “we all gained more confidence in ourselves.” Students identified the strength-based program as “promoting self-growth and self-determination” for adults with autism through partnerships with peers.

Conclusions: With significant increases in both the number of youth with autism entering adulthood and the rising incidence of mental health challenges, it is important to ensure that programming leads to positive outcomes for both individuals with autism and for society at large. Preliminary results of this pilot study identify key aspects of programming to support better community inclusion outcomes. Specifically, by providing explicit, strength-based knowledge about autism to peers, and inclusive peer-supported experiences in community engagement for adults with autism, community integration programs can become more meaningful and effective. Based on this preliminary study, researchers plan to expand the peer supported programs for adults with autism and further analyze long-term outcomes for these adults and for the student peer partners.