Spectrum Poster 1
Authors: Cate Stern1, Evelyn Kamgang2, Moyosore Tiyamiyu2, Gabby Parks1, Alexa Campbell2, Oyin Mitchell1, Melissa Sexton3.
1Georgia State University , 2Emory University, and 3Morehouse School of Medicine
Findings from Literature Review
Spectrum Autism Organization is
After a qualitative data analysis, themes and
- Social skills in children with ASD do not improve over time, and this could cause further developmental difficulties1
- Social and peer support is important for good well-being, especially for a valuable asset to the community. We found that the community could benefit patterns were pulled from the data. These themes include:
- Lack of support during transition from age 18-23
- Wanting more parent-to-parent social support
- Emphasis on building social skills caretakers of children with ASD2
- The transition from adolescence to
from social skills groups, groups aimed Figure 1. Sample survey question adulthood is often more difficult for towards transitional ages (18+), and social those living with ASD3
support for parents
- A self-report questionnaire was hosted on the website Surveymonkey.com and was distributed via the Spectrum organization’s listserv and social media accounts.
- Observational data was also gathered during monthly meetings as well as informal interviews with Spectrum members and staff
- Limitations include the limited scope of participants sampled
- Future directions include expanding introducing the use of technology to stream meetings
1. Williams White, S., Keonig, K., & Scahill, L. (2007). Social Skills Development in Children with Autism Spectrum Disorders: A Review of theIntervention Research. Journal of Autism and Developmental Disorders, 37(10), 1858-1868. doi:10.1007/s10803-006-0320-xIf2.
2. Hammarberg, K., Sartore, G., Cann, W., & Fisher, J. R. (2014). Barriers and promoters of participation in facilitated peer support groups for carers of children with special needs.
3. Scand J Caring Sci, 28(4), 775-783. doi:10.1111/scs.121103. Taylor, J. L., & Seltzer, M. M. (2011). Employment and Post-Secondary Educational Activities for Young Adults with Autism Spectrum Disorders During the Transition to Adulthood. Journal of Autism and Developmental Disorders, 41(5), 566-574. doi:10.1007/s10803-010-1070-3
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Spectrum to areas outside of the Gwinett area If you are interested in learning more about this work, please contact Cate Stern: email@example.com