Promotion of Social Participation, Mental Health, and the Development of Meaningful Interests for Youth on the Autism Spectrum
Presented by Susan Bazyk, Ph.D., OTR/L, FAOTA, associate professor in the Occupational Therapy Program at Cleveland State University and Lisa Crabtree, assistant professor in the Department of Occupational Therapy and Occupational Science at Towson University, 7/28/2009
National Autism Conference Outreach, a partnership of the Pennsylvania Training and Technical Assistance Network and Penn State
This presentation, provided in audio, video, and PDF versions, includes a definition of mental health, descriptions of positive psychology and positive youth development, fostering character strengths at various developmental levels, autism spectrum disorder, positive personal profiles, challenges of environment stressors, and characteristics of optimal programming.
Pennsylvania Training and Technical Assistance Network (PaTTAN Pittsburgh)
3190 William Pitt Way
Pittsburgh, PA 15238
“Social Participation Patterns and Preferences of Children on the Autism Spectrum”
By Lisa Crabtree and Janet DeLany of Towson University, Towson, MD, and Rachelle Dorne and Sandee Dunbar of Nova Southeastern University, Ft. Lauderdale, FL
World Federation of Occupational Therapists World Congress 2010, May 2010
This poster describes a study with the objectives of identifying the social participation patterns of children on the autism spectrum and discussing preferences for social participation from the perspectives of children on the autism spectrum. A mixed methods research design was used to explore the social participation patterns and preferences of thirty-two 8 to 12 year-old children on the autism spectrum. Concurrently, researchers used a qualitative case study design to describe self-perceptions of social participation of a subset of children in the study. Children on the autism spectrum were found to primarily participate in activities alone or with family members within their homes and expressed comfort in participating in familiar activities with familiar people in familiar places. They also expressed greater preferences for social activities than their current level of participation, and younger children preferred social activities more than the older ones. Although they indicated a high preference for social participation, children had difficulty identifying with whom they would do social activities. By documenting children’s perceptions and evidence related to their preferences for social activities, programs can address children’s social needs and reduce barriers to learning and healthy development.
The Towson University Center for Adults with Autism
8000 York Road
Towson, MD 21252