SPAN-ASD: Pilot implementation to promote functional goals of autistic adolescents and young adults.

PURPOSE

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.

METHODS

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.

RESULTS

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.

CONCLUSION

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.