Occupational Therapy Department, University of Haifa, Haifa, Israel.
Occupational Therapy Department, University of Haifa, Haifa, Israel.
Res Dev Disabil. 2024 Dec;155:104864. doi: 10.1016/j.ridd.2024.104864. Epub 2024 Nov 4.
This concurrent embedded-design study evaluated the initial efficacy of the Social Participation and Navigation (SPAN-ASD) remote intervention for autistic adolescents and young adults (AYA) in achieving personal goals and enhancing self-efficacy. The study also explored participants' experiences through follow-up interviews.
Twelve autistic AYA (9 male; 12-20 years, M = 16.2, SD = 3.3) completed baseline data using demographic, Daily Routine and Autonomy (DRA), and Child and Adolescent Scale of Participation (CASP) questionnaires, and set two goals. The Canadian Occupational Performance Measure (COPM) and SPAN Self-Efficacy Scale (SPAN-SES) assessed Goal 1 at baseline, preintervention, and postintervention, and Goal 2 at postintervention and follow-up. We applied Friedman's and Wilcoxon's tests to evaluate time differences and calculated effect sizes. Semi-structured interviews explored participants' perceptions, with thematic analysis identifying key themes.
Postintervention, Goal 1 performance and satisfaction improved significantly (p <.01) with large effect sizes (respectively, Z = -2.92, r = -.59; Z = -2.86, r = -.58). Goal 2 also showed significant improvement (p <.05) in performance (Z = -2.5, r = -.51) and satisfaction (Z = -2.08, r = -.43). SPAN-SES scores showed no significant differences; medium effect sizes (>.30) suggested increased self-efficacy in setting and planning goals and decreased ability to review plans. Thematic analysis revealed three themes: facilitating personal change, using metacognitive strategies, and perspectives on the SPAN-ASD intervention.
SPAN-ASD improves functional goal achievement and self-efficacy in goal-setting and planning for autistic AYA. Future research should explore its potential for promoting autonomy.
本同期嵌入式设计研究评估了社交参与和导航（SPAN-ASD）远程干预对自闭症青少年和青年（AYA）实现个人目标和增强自我效能的初步疗效。该研究还通过后续访谈探索了参与者的体验。
12 名自闭症 AYA（9 名男性；12-20 岁，M=16.2，SD=3.3）使用人口统计学、日常活动和自主性（DRA）以及儿童和青少年参与量表（CASP）问卷完成基线数据，并设定了两个目标。加拿大职业表现测量（COPM）和 SPAN 自我效能量表（SPAN-SES）在基线、干预前和干预后评估目标 1，在干预后和随访时评估目标 2。我们应用弗里德曼和威尔科克森检验评估时间差异，并计算效应大小。半结构化访谈探讨了参与者的看法，主题分析确定了关键主题。
干预后，目标 1 的表现和满意度显著提高（p<.01），效应量较大（分别为 Z=-2.92，r=-.59；Z=-2.86，r=-.58）。目标 2 的表现（Z=-2.5，r=-.51）和满意度（Z=-2.08，r=-.43）也有显著改善（p<.05）。SPAN-SES 得分没有显著差异；中效应量（>.30）表明在设定和规划目标方面自我效能增加，而在审查计划方面的能力降低。主题分析揭示了三个主题：促进个人变化、使用元认知策略以及对 SPAN-ASD 干预的看法。
SPAN-ASD 提高了自闭症 AYA 实现个人目标和在设定和规划目标方面的自我效能。未来的研究应该探索其促进自主性的潜力。
