Pilot Test of a Mentoring Program for Adolescents With Autism Spectrum Disorder: A Mixed-Methods Study

• In Event: Poster Session 09
  In Poster Session: PS 09 Topic - Developmental Disabilities

Abstract

Autism Spectrum Disorder (ASD) affects one in 54 children (Maenner et al, 2020). ASD is a developmental disorder characterized by deficits in social and communication skills and repetitive patterns of behavior. Adolescents with ASD also have frequent comorbid diagnoses of anxiety, attention deficit hyperactivity disorder, and depression (Vasa et al., 2019). In general, mentoring relationships have been associated with mental health outcomes among adolescents (Raposa et al., 2019) via improved social and emotional development (Rhodes et al., 2006). Mentoring could be especially appropriate for adolescents with ASD who often experience a paucity of available interventions at this age, but this has not been studied. The Autism Mentorship Program (AMP) was designed as a first-of-its-kind program for adolescents with ASD. AMP provides adolescents with ASD an adult mentor with ASD in order to promote social connectedness and mental health. Program participants included mentees (ages 14-18; 100% male; n=7) and mentors (ages 19-33; 71% male; n=7) who were enrolled in the afterschool mentoring program consisting of a one-to-one mentoring relationship, group activities, and mentor- and mentee-specific training sessions. Mixed-method data were collected from mentors, mentees, and parents of mentees (n=8). Questionnaires included the Achenbach scales and the Social Skills Improvement System (Achenbach & Rescorla, 2004; Gresham & Elliott, 2008). Participants also engaged in one of three focus groups (parents of mentees, mentees, mentors). Paired sample t-tests and Hedges’ g were used to assess change over time. Qualitative data were coded using a thematic analysis. This pilot study includes a small sample size; results should be interpreted with this in mind. In the focus groups, all parents (n=6), mentees (n=6), and mentors (n=5) expressed satisfaction with the program and a desire to continue with AMP. Mentees reflected positively on the opportunity to build a relationship with someone who understood the ASD experience. They also noted the benefit of meeting new people. Mentees self-reported a small increase in their social skills abilities (g=0.16), while parents reported no change in their child’s social skill abilities (g=.06). Qualitatively, however, parents reported their child displayed more social interaction and increased communication. One parent stated “He’s talking more with me; he’s sharing things with me about what’s happening in school. He seems to be more comfortable with friends and talking with me about things”. Mentees and mentors also reported increased social connection with other participants in the program; parents also noticed increased connectedness within the mentee group. Finally, with regard to mental health, mentees reported a small to medium decrease in internalizing problems (g=-.38), a large decrease in externalizing problems (g=-.87), and an extremely large decrease in problem behaviors (g=-3.62). Parents reported no change in their child’s internalizing behaviors (g=-.02), a small increase in externalizing problems (g=.23), and a small decrease in problem behaviors (g=-.32). Overall, results suggest AMP shows promise in promoting social connectedness and mental health for youth and adults with ASD and warrants further study.

Authors

• Olivia Tomfohrde, University of Minnesota - Twin Cities
  Presenting Author

• Rebekah Hudock, University of Minnesota - Twin Cities
  Non-Presenting Author

• Kalli Kremer, University of Minnesota
  Non-Presenting Author

• Nusroon Fatiha, University of Minnesota
  Non-Presenting Author

• Annie Goerdt, University of Minnesota
  Non-Presenting Author

• Emily Goldberg, Autism Mentorship Program
  Non-Presenting Author

• Lindsey Weiler, University of Minnesota - Twin Cities
  Non-Presenting Author