Focusing On Strengths Improves Social Skills Of Adolescents With Autism

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The junior high and high school years are emotionally challenging even under the best of circumstances, but for adolescents with autism spectrum disorders (ASD), that time can be particularly painful. Lacking the social skills that enable them to interact successfully with their peers, these students are often ostracized and even bullied by their classmates.

However, a new study conducted by researchers at the Koegel Autism Center at UC Santa Barbara has found that by playing on their strengths - high intelligence and very specific interests - these adolescents are as capable as anyone else of forging strong friendships. In addition, the research findings demonstrate that the area of the brain that controls such social behavior is not as damaged in adolescents with ASD as was previously believed. The findings appear in a recent issue of the Journal of Positive Behavior Interventions.

"The problem is that their restricted interests can dominate their lives and further push away people they'd like to get to know," said Robert Koegel, director of the Koegel Autism Center and the study's lead author. He is also a professor of counseling, clinical, and school psychology and of education in UCSB's Gevirtz Graduate School of Education. "They're so highly focused on that interest, people think they're weird. But by involving themselves in an activity around the interest, they not only make friends but also become valued members of the group. Their specialized skill becomes a strength."

The research team, which also includes Lynn Koegel, the center's clinical director, and Sunny Kim, a graduate student in education at UCSB, took a creative approach to helping three boys with ASD to interact with their peers. Rather than discourage their sometimes-obsessive interests, the researchers helped set up social clubs around them and invited students who do not have ASD to join. The clubs provided a venue for the ASD students to display their special interests and abilities, and helped them engage with their peers in a more meaningful way.

Koegel offered the example of a student with ASD who has a keen interest in computer graphics. The team created a graphic design club in which students would design logos for various companies and businesses. Because most of the students lacked the necessary expertise, they depended on their classmate with ASD to make the venture a success. "When he was able to interact on a topic in which he was interested, he was able to demonstrate more normal social behavior," Koegel said. "He not only made friends with his fellow members, he was elected club president."

According to Koegel, the findings are also significant because they indicate a higher degree of brain functionality than researchers had previously associated with ASD adolescents. "It has been commonly believed that the part of the brain related to social skills is so damaged that adolescents with ASD are incapable of normal social interaction," he said. "We demonstrated that not to be the case. Once you can motivate kids to try things, they make dramatic and rapid improvement, which shows the brain is not as damaged as first thought."

Conducted through the Koegel Center's Eli & Edythe L. Broad Asperger Center, the study sheds important light on a period of growth and development that is presenting new issues as children who were diagnosed with ASD reach adolescence and young adulthood. "This study is so important because it suggests so much optimism," Koegel said. "It shows the brain isn't as damaged as people thought. And it shows that otherwise unhappy individuals can lead more fulfilling lives."

He added that the research team was pleasantly surprised to see that the students with ASD became highly valued members of their groups, and were given a great deal of dignity and respect. They also noted that, without any instructions or encouragement from any of the researchers, many school peers enthusiastically joined in these club activities and had a great deal of enjoyment throughout and beyond the time frame of the study. "In short, this was a lot of fun for everyone," Koegel said.

Autism Treatment Options For Adolescents Are Not Supported By Evidence

According to a recent report, Vanderbilt University researchers say that current therapies used to treat adolescents with autism are not supported by evidence proving they are effective methods.

Melissa McPheeters, Ph.D., M.P.H., director of Vanderbilt's Evidence-Based Practice Center and senior author of the report published by the Department of Health and Human Services' Agency for Healthcare Research and Quality (AHRQ) commented: "Overall, there is very little evidence in all areas of care for adolescents and young adults with autism, and it is urgent that more rigorous studies be developed and conducted."

Zachary Warren, Ph.D., director of the Vanderbilt Kennedy Center's Treatment and Research Institute for Autism Spectrum Disorders added:

"There are growing numbers of adolescents and adults with autism in need of substantial support. Without a stronger evidence base, it is very hard to know which interventions will yield the most meaningful outcomes for individuals with autism and their families."

The researchers analyzed over 4,500 studies and re-evaluated 32 on methods of treatment for autism patients aged 13 to 30 - they were all published between January 1980 and December 2011.

Results of the study showed some evidence supporting the effectiveness of treatments in improving social skills and how the patients performed educationally in areas such as reading and vocabulary. However, these investigations were small and were not followed up.

Medical interventions were found to have a lack of supporting evidence in terms of effectiveness in treating young adults with a autism spectrum disorder. However, outcomes of treatment with antipsychotic medications for reducing aggressive and irritable behaviors were the most consistent. Side effects included weight gain and sedation.

Of the articles analyzed, only 5 of them tested vocational interventions, which all stated that this type of treatment may be beneficial for some patients, but all 5 studies showed flaws that made the researchers doubt the effectiveness of vocational interventions.

Pediatrics journal will publish the outcomes of the study on vocational interventions in their August 27 issue.

In the 1970s it was believed that autism only affected 1 in every 2000 kids, but now, in 2012, it is estimated to affect 1 in every 88 kids. The boy to girl ratio of autism is 5:1, which lowers their number to 1 in every 54 boys in the U.S. living with autism.

Julie Lounds Taylor, Ph.D., assistant professor of Pediatrics and Special Education and lead author commented: "With more and more youth with autism leaving high school and entering the adult world, there is urgent need for evidence-based interventions that can improve their quality of life and functioning."

Written by Christine Kearney
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