School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland.
Department of Family Medicine, Maastricht University, Maastricht, The Netherlands.
Disabil Rehabil. 2021 Dec;43(26):3789-3802. doi: 10.1080/09638288.2020.1753248. Epub 2020 May 1.
Participation of adolescents with autism spectrum disorder hardly occurs in settings outside of home and school. Little is known about how their participation is influenced by environmental factors. This study explored how and why adolescents with autism spectrum disorder perceive aspects of their environment as facilitators or barriers to their participation outside of home and school.
This explanatory case study explored the participation experiences of adolescents with autism spectrum disorder (15-21 years) from Zurich and surroundings with in-depth interviews and photo-elicitation, using photos made by the participants during activities outside of home and school. Data was analysed with a 7-step procedure.
The presence of two main themes seemed necessary to facilitate participation outside of home and school: "environmental prerequisites to attend activities", which consists of five subthemes, such as "the company of trusted persons" and "the provision of knowledge and information", and "social interchange and engagement", which consists of three subthemes and describes how actual involvement can be supported.
Our findings highlight the influence of trusted persons on adolescents with autism spectrum disorder, and the need to extend the support network for these adolescents to other individuals, services and society so that their participation in activities can be encouraged.IMPLICATIONS FOR REHABILITATIONAdolescents with autism spectrum disorder perceive every kind of participation outside of home and school as social.We recommend using the company of trusted persons to encourage adolescents with autism spectrum disorder to actively participate outside of home and school.Rehabilitation professionals should promote environment-based approaches to achieve participation of adolescents with autism spectrum disorder.Rehabilitation professionals should actively approach, acknowledge and gently guide adolescents with autism spectrum disorder to support engagement in participation.
患有自闭症谱系障碍的青少年很少在家庭和学校以外的环境中参与活动。人们对环境因素如何影响他们的参与知之甚少。本研究探讨了自闭症谱系障碍青少年如何以及为何将他们环境的各个方面视为家庭和学校以外参与活动的促进因素或障碍。
本解释性案例研究通过深入访谈和照片诱发法，探讨了苏黎世及周边地区 15-21 岁自闭症谱系障碍青少年的参与体验，使用参与者在家和学校以外活动期间拍摄的照片。数据采用 7 步程序进行分析。
似乎有两个主要主题的存在对于促进家庭和学校以外的参与是必要的：“参加活动的环境先决条件”，由五个子主题组成，例如“可信赖的人的陪伴”和“知识和信息的提供”，以及“社交互动和参与”，由三个子主题组成，描述了如何支持实际参与。
我们的研究结果强调了可信赖的人对自闭症谱系障碍青少年的影响，以及需要将这些青少年的支持网络扩展到其他个人、服务和社会，以鼓励他们参与活动。
自闭症谱系障碍青少年将家庭和学校以外的各种参与都视为社交活动。我们建议利用可信赖的人的陪伴，鼓励自闭症谱系障碍青少年积极参与家庭和学校以外的活动。康复专业人员应提倡基于环境的方法，以实现自闭症谱系障碍青少年的参与。康复专业人员应积极接近、承认并温和地引导自闭症谱系障碍青少年，以支持他们参与参与。
