Am gasit un studiu interesant pentru tinerii cu Asperger. Increasing Socialization in adults with Asperger’s syndrome. By Koegel et al (2013). Ce mi-a placut este idea de a cauta niste activitati sociale in fiecare saptamana care includ teme de interes ale tinerilor. De exemplu, cercetatorii i-au ajutat pe tineri sa-si aleaga din multele activitati si cluburi 1-3 pe care sa le frecventeze in fiecare saptamana. Ei tineau o agenda cu data si ora activitatii si incercau sa mearga dupa cum planuit. La aceste activitati erau insotiti de un alt tanar tipic ce ii ajuta sa navigheze mediul social sau le dadea feedback la o intalnire pe care o aveau dupa ce mergeau la aceste activitati. Mi s-a parut cat de cat posibil de aplicat si in Romania, mai ales in Bucuresti unde imi inchipui ca sunt evenimente din care tinerii pot alege.
Am copiat aici procedura:
Intervention. Sessions were conducted for 1 hour per week and consisted of: (1) assessment
of social activities based on each student’s interest; (2) researching community/university events to find an appropriate ongoing club or activity based on the student’s interest; (3) organizational skills so that each student could use time-management strategies to remember to attend the event and work other student responsibilities around the social event; (4) designation of a neurotypically developing peer mentor (when necessary) to attend the social event; (5) engagement in weekly meetings to discuss the social event and ways to interact with others at social events; and (6) systematic fading of support. Intervention procedures included step-by-step social planning, support, and instruction in organizational skills as described below. The daily activity log (see baseline) was also continued throughout the intervention condition.
Assessment of Social Activities. A graduate student clinician or post-doctoral clinician first met with the participants to discuss their interests, likes, dislikes, and other preferences. The clinician probed for information regarding the participants’ hobbies, social activities of interest, extracurricular activities in high school, and goals for the future.
Researching Community Events. From the information gathered during the initial meeting,
the clinician researched community and university social clubs and activities and created a menu of at least three social activities that fit the interests of the participant. In the second session, the menu of social opportunities for the upcoming week was presented to the participant. The options consisted of school-affiliated clubs, one-time social events on campus or in town, community organizations, leisure classes, events in the dormitories, and dining with peers. The participant was asked to select a minimum of one activity that he would attend during the week. Specifically, Participant 1 had an interest in music and dancing. The clinician presented a number of concerts, dance clubs,music groups, and music classes. He chose a campus Swing and Ballroom dance class to attend.
Participant 2 was interested in math, computers, and sports. The clinician presented a number of opportunities, including math clubs, campus sporting events, televised sporting events, and computer clubs. Participant 2 selected the campus math club and the campus juggling club, and also requested to attend weekend sporting events and outings with support. Participant 3 was interested in exercise and fitness. His clinician presented him with a variety of clubs on campus, including group fitness classes, dance classes, outdoor adventure programs, and competitive sports clubs. He joined the salsa dance club, the Swing and Ballroom Dance Club, and the Triathlon Club. Participant 3 also began exercising at the University Recreation Center several times a week. Once a specific activity was
decided on, the clinician and participant developed an arranged plan to participate in the activity, that is, transportation, registering for a class, initiating asking a friend, and so forth.
Organizational Skills. Each weekly session, participants were trained how to manage the
social activities that they selected. The purpose of the organizational skills was to ensure that participants would attend the club. Prior to intervention, all 3 reported that they did not engage in available activities or events because they were playing on the computer, forgot activities that were available, were studying, or did not feel like attending a social event. Further, we wanted to make sure that academic assignments were scheduled around social activities so that the social activity would not interfere with their academics. Therefore, participants were instructed to bring a daily planner to the weekly intervention sessions, and the clinician would assist them in documenting the time, place, and activity for the week. If the participant also used an online calendar or phone
organizer, he was trained how to input the same details for the activity in the additional format. Next, all contact information and directions for the event were located. Contact information was put into the participant’s cell phone, and a copy of the directions was provided for him to keep.
Peer Mentors. Participants were given the option to have a similar-age neurotypically developing peer attend the activity with them for additional support. The peers were undergraduate research assistants receiving practicum course units at the university. All were upper-division undergraduate students who had taken an undergraduate course in autism and had previous training in the symptoms and treatment of ASD. Participant 1 requested that a peer mentor attend the dance class with him. In addition, a peer mentor attended most of the designated parties in the college town. Participant 2 did not request a peer mentor for the math or juggling clubs, but did request a peer mentor for the weekend sporting events and outings. Participant 3 requested that a peer mentor attend the dance clubs with him, but he attended the Triathlon Club and exercised on his own.
Weekly Meetings. During weekly meetings, each participant discussed the social event. Areas
discussed included how to meet people by introducing oneself, how to get contact information
(phone numbers) from peers, how to invite peers to attend events, topics of conversation to bring up or discuss, how to ask questions of peers about their interests, appropriate ways to say “goodbye” when a club finishes, and so forth. In addition, the previous week was discussed and feedback was given by the clinician in regard to issues that arose during the meetings, such as asking someone on a date, how to ask someone to dance, how to compliment a peer, how to ask for help, and so on.
Fading Plan. Structured social planning was gradually faded. In addition, after the intervention ended, the participants were encouraged to continue to engage in social activities without a peer mentor. The intervention ended when the participant independently came up with three options for social activities through Internet searches and attended social activities at least weekly for four consecutive sessions. Data collection continued to ensure there was not a decline in social engagement and organizational skills, including scheduling events with peers.
Multumesc, Roxana. Foarte interesant si util si pt noi studiul. Am vrea sa incercam sa aplicam si noi cu tinerii nostri cu SA modelul asta de interventie pe social, desi noi nu avem personalul necesar sa faca toata treaba asta..