Date Presented 03/29/20
This pilot study evaluated the effectiveness of Project FUSE, a collaborative program exposing students to trade skills in a supportive and inclusive environment. Findings suggest Project FUSE is a promising program for the development of preemployment skills and independent-living abilities in adolescents with autism. Basic social processes were achieved within a therapeutic group environment.
Primary Author and Speaker: Sarah Schoen
Additional Authors and Speakers: Mim Ochsenbein, Virginia Spielmann
Contributing Authors: Andrea Valdez
PURPOSE: According to the Autism Society (http://www.autism-society.org/what-is/facts-and-statistics/), 35 percent of young adults with autism have not had a job or received postgraduate education after leaving high school. Adolescents with autism have reduced opportunities for socialization and development of work skills resulting in reduced independence and experiences of success (Wehman, Schall, McDonough, et al. 2016). This pilot study evaluated the effectiveness of Project FUSE (Fostering Unlimited Success and Empowerment), a collaborative program exposing students to trade skills in a supportive and inclusive environment. Aims of the study were to teach social skills, to acclimate adolescents to work skills needed for job success, and to introduce interpersonal skills needed in a work environment.
DESIGN: This single group pretest posttest intervention study included a multiple baseline repeated measure study for a subset of participants.
METHOD: Three one week groups were conducted, 3 hours a day on 5 sequential days. Five adolescents attended each group for a total of 15 participants. There were 14 males and one female, ages 12 to 18 years (m = 15.1, SD = 1.9), all with a diagnosis of autism from a community physician. Intervention was based on four priorities: 1) discrete training in multistep tasks, 2) support for sensory processing differences in modulation and praxis, 3) regulation strategies as well as 4) facilitation of work and peer relationships. Each group was designed to address interpersonal and work related skills during completion of a wood working project, e.g. go kart, Instrument or target game. Pretest posttest data was collected on all participants; the repeated measure was collected on one participant in each group. Pre-post changes were measured using the self-rated Transition Behavior Scale: Third Edition (TBS-3; McCarney & Arthauyd, 2012) and the self-rated Culture Free Self Esteem Inventories, Third Edition (CFSEI-3; Battle, J., 2002). Wilcoxon signed ranks test was computed to evaluate change. A parent completed visual analog scale (VAS) was used as the repeated measure and ratings were evaluated through graphic presentation of baseline and intervention data.
RESULTS: Standardized scales showed parent reported gains in the work-related subscale of the TBS-3 (p = .026). Interpersonal relations and social/community expectations did not show significant change (p = .317; p = .680 respectively). Self-ratings on the CFSEI-3 were also variable; gains were in ratings of academic self-esteem (p = .038), general self-esteem (p = .060) and global self-esteem (p = .028) but not in home self-esteem (p = .414), personal self-esteem (p = .713) or social self-esteem (p = .258). Parent-rated VAS showed change in mean scores and slope of change from baseline to intervention on prideful behavior, work-related skills and safety in tool use.
DISCUSSION: Findings suggest Project FUSE is a promising program for the development of pre-employment skills and independent living abilities in adolescents with autism. Basic social processes were achieved within a supportive, therapeutic group environment. Addressing generalization to larger community settings is an important next step.
CONCLUSION: This study informs clinical practice for adolescents with autism. Few programs exist to support transitions into the workforce. Occupational therapists can play an important role in developing work-related and social skills for future job success.
References
Autism Society. (2015, August 26, 2015). Facts and statistics. What is autism? Retrieved from http://www.autism-society.org/what-is/facts-and-statistics/
Battle, J. (2002). Culture-free self-esteem inventories (CFSEI): Examiner’s manual (Third ed.). Austin, TX: Pro-Ed.
McCarney, S. B., & Arthaud, T. J. (2012). Transition behavior scale (TBS): Technical manual (Third ed.). Columbia, MO: Hawthorne Educational Services, Inc.
Wehman, P., Brooke, V., Brooke, A. M., Ham, W., Schall, C., McDonough, J., . . . Avellone, L. (2016). Employment for adults with autism spectrum disorders: A retrospective review of a customized employment approach. Research in Developmental Disabilities, 53, 61-72. doi:10.1016/j.ridd.2016.01.015
