a good practice from hungary: the adult club social spare time activities & therapeutic support...
TRANSCRIPT
A Good Practice from Hungary: The Adult Club
Social spare time activities & therapeutic support for adolescents and adults with ASD
Regina Németh – Autism Foundation, 2010
Based on: Katalin Vígh, Ildikó Kanizsai-Nagy & Krisztina Stefanik, 2007
Challenges of adolescents and adults with ASD
STILL: difficulties in communication, social-interactions and flexible organisation of behaviour.
increasing risk of isolation; facing with abnormalities and with the lack of
social relations - possible depression; self-estimating problems; possible increasing of challenging behaviours; in consequence of social-cognitive deficits:
possible paranoid episodes and thinking; vulnerability, victimisation, criminality
Challenges of adolescents and adults with ASD - practical issues
finishing official education, so out of sight of professionals;
increasing level of expectations and responsibility - decreasing level of tolerance;
finding job; separation from parents and the possible loss of
them; somatic changes (acceptance of these, self-
hygiene, sexuality); new medical problems (e.g. epilepsy); financial difficulties.
Education, services and support for adults with ASD in Hungary
CARE day care service usually not ASD-specific, not enough residential care service usually not ASD-specific, not
enough psychiatric care usually not ASD-specific social care usually not well informed professionals
WORK supported employment usually not ASD-specific, not
enough inclusive employment usually not ASD-specific, not
enough
THERAPY individual/group training not enough supportive therapy not enough neuro-psychiatric treatmentusually not ASD-specific
Objectives/Advantages of the Adult Club
Opportunity for regular, age-appropriate leisure activities; taking part in peer group; forming personal relations; increasing self-knowledge.
Tolerant, accepting, friendly atmosphere. Developing skills. Professionals are available regularly. Preventive interventions. Opportunity to meet typical peers. Support family mental health.
Methodological background
Principally: complex, integrated, individualised autism-specific intervention
visual support; cognitive-behavioural approach; alternative, augmentative communication; structured time and space; relatively high rate of professionals (2-3
adult with ASD/1 professional); but low level of intensity (2 hours/week).
Activities
Peer mentor service Goal: improve social-communication skills among peers
under controlled circumstances and give opportunities for age-appropriate leisure activities.
Peer mentors: university students (psychology/special teacher).
Conditions: short, focused training about ASD; well structured, written contract between the person with ASD,
the parents, the peer mentor and the professionals. The Club ensures the personal and professional
background: Opportunity for possible peer mentors to experience behaviour
of people with ASD. Opportunity to meet, and choose friend. Meeting parents/family. Regular consultations with professionals. Experiencing professional intervention in case of
specific/challenging behaviours.
Supportive Parent Group
Professional: psychiatrist/psychologist. Method: supportive, semi-open. Goal: sharing experience; sharing information; regular opportunity to consult with
professionals; permanent „alert system” (opportunity to
recognise in time possible problems need further help);
emotional support.
Most important bibliography
Attwood, T. (2006)The complete guide to Asperger’s syndrome. London: Jessica Kingsley Publishers.
Bondy, A., Frost, L. (1994). The Picture-Exchange Communication System. Focus on Autistic Behavior, 9, 1-19.
Clements, J. & Zarkowska, E. (2001). Behavioural Concerns and Autistic Spectrum Disorders: Explanations and Strategies for Change. London: Jessica Kingsley Publishers.
Fecteau, S., Mottron, L., Berthiaume, C., Burack, J. A. (2003). Developmental changes of autistic symptoms. Autism 7(3), 255-268.
Howlin, P. (1997). Autism. Preparing for Adulthood. London: Routledge. Howlin, P. Goode, S., Hutton, J., Rutter, M. (2004). Adult outcome for children with autism.
Journal of Child Psychology and Psychiatry, 45(2), 212-229. Howlin, P., Baron-Cohen, S, Hadwin, J. (1998). Teaching Children With Autism to Mind-Read:
A Practical Guide for Teachers and Parents. Wiley & Sons. Krasny, L., Williams, B.J., Provencal S., Ozonoff, S. (2003). Social skills interventions for the
autism spectrum: essential ingredients and a model curriculum. Child Adolesc Psychiatr Clin N Am. Jan ;12 (1):107-22
Peeters, T. (1997). Autizmus: az elmélettől a gyakorlatig. Budapest: Kapocs. Quill, K. A. (ed.) (2000). Do-watch-listen-say: Social and communication intervention for
children with autism. Baltimore, MD: Paul H Brookes Publishing Company. Smith, T., Buch, G. A., & Gamby, T. E. (2000). Parent directed, intensive early intervention
for children with pervasive developmental disorder. Research in Developmental Disabilities 21, 297-309.
Volkmar F. R., Lord C, Bailey A, Schultz R. T., Klin A. (2004). Autism and pervasive developmental disorders. Journal of Child Psychology and Psychiatry 45(1), 135-70.
Thank you for your attention!