Towson University Center for Adults with Autism Towson, MD Adventure Pursuits for Adults with Autism

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Alison Ward
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1 Towson University Center for Adults with Autism Towson, MD Adventure Pursuits for Adults with Autism Project Coordinator: Lisa Crabtree, PhD, OTR/L, Towson University Center for Adults with Autism Spectrum Disorders, Towson, MD A. Project Description The Adventure Pursuits for Adults with Autism Program was developed to provide supported recreational opportunities for social engagement and tools for empowerment for young adults on the autism spectrum through a mentorship program on a college campus. Additionally, it serves as an opportunity to train college students as peer mentors for this population. All three phases of the program have been successfully implemented during Summer 2008, Fall 2008, and Spring The focus of the program was on development of teambuilding skills, creative problem solving skills, social communication skills, and safe decision making. These areas were addressed through participation in experiential activities on the Challenge Course on the Towson University campus in conjunction with Campus Recreation Services. Thirty-one young adults on the autism spectrum traveled up to 1 ½ hours from multiple counties in Maryland and Pennsylvania to participate. Towson University undergraduate and graduate students majoring in diverse fields including speech-language pathology, occupational therapy, dance, psychology, family studies, special education, computer science, business, and forensic science functioned as peer mentors. Summer 2008 o Once weekly for four weeks (August) o 10 participants and 6 mentors o Supervised by the program director, with activities facilitated by three representatives from the Campus Recreation Services o Three hours of mentor training each week, followed by three hours of activities on the campus Challenge Course with participants matched to peer mentors (total time = 18 hours of experiential learning/mentoring and 12 hours of mentor training) Fall 2008 o Once weekly for six weeks (September-October) o 11 participants and 10 mentors o Supervised by a speech pathologist, with activities facilitated by four representatives from the Campus Recreation Services o Three hours of activities on the campus Challenge Course with participants matched to peer mentors; mentor training sessions were scheduled each week for one hour before and one hour following these sessions (total time = 18 hours of experiential learning/mentoring and 12 hours of mentor training) Spring 2009 o Once weekly for six weeks (April- June) o 10 participants and 10 mentors

2 o Supervised by a speech pathologist, with activities facilitated by eight representatives from the Campus Recreation Services, who rotated through different sessions, but received instruction and training about working with adults on the autism spectrum o Three hours of activities on the campus Challenge Course with participants matched to peer mentors; mentor training sessions were scheduled each week for one hour before and one hour following these sessions (total time = 18 hours of experiential learning/mentoring and 12 hours of mentor training) Orientation sessions and follow up sessions for mentors and participants were scheduled before and after each of the Summer 2008, Fall 2008 and Spring 2009 programs. This allowed for participants and mentors to get to know each other during the orientation sessions, and to complete surveys and evaluation information, and to identify goals. In the Spring 2009, an additional orientation session was scheduled with mentors to train them on the mission of the program, educate them about the needs of adults on the autism spectrum, and to develop skills in facilitating goal development. Individual and group goal setting was completed through collaboration with peer mentors and participants at the beginning of each week s activity session, and goals were reviewed and modified throughout the 3-hour session each week. At the end of each session, peer mentors as a group assessed individual and group performance on the Challenge Course and made suggestions for modifying strategies for facilitating participation and skill development of the participants. Documentation of pre- and post-assessments and program evaluation forms was completed for Summer 2008, Fall 2008 and Spring 2009 programs. Scoring and analysis of data obtained from these forms has been completed by a faculty member and graduate student not involved in the program to obtain an objective evaluation. B. Project Objectives The director of the Center for Adults with Autism coordinated program logistics, hired personnel, scheduled guest speakers, and recruited participants. Participants were recruited with the support of Pathfinders for Autism and the Adult Autism Resource Group of the Baltimore-Chesapeake Chapter of the Autism Society of America. Mentors were recruited through campus-wide s and were interviewed by the program director and faculty supervisor. Prior to startup of the Summer 2008, Fall 2008, and Spring 2009 sessions, peer mentors were oriented as to course objectives, expectations for assessment and monitoring, Challenge Course curriculum, and a brief overview of Autism. Participants were matched with peer mentors and previewed the Challenge Course activities and site to address social anxiety issues. Peer mentors met with the faculty supervisor each week to discuss challenges and solutions. Utilizing participant evaluations and mentor/supervisor observations, approaches were modified as needed. The faculty supervisor communicated by , in-person, and by phone with the campus recreation facilitators to tailor activities to achieve desired objectives of the program. The focus of the program for participants was on the development of leadership/team building, creative problem solving, social competence, and safe decision making. The

3 mentors discussed and role-played these skills with participants prior to activities on the Challenge Course. Based on pre and post scores from the Life Effectiveness Questionnaire (LEQ), the findings showed statistically significant improvement on task leadership ability, while social competence approached statistical significance. Results of the Goal Attainment Scale (GAS) showed that weekly identified goals related to achieving friendships, creative problem solving, developing social competence, safe decision making and teamwork were achieved at least at the expected level of performance by the end of the six-week session. In addition to measuring learning outcomes for participants, pre- and post measures were used to evaluate mentor knowledge, skills and attitudes related individuals on the autism spectrum. Results of an analysis of these measures show that there were significant positive changes for each item on the questionnaires. Program evaluations completed by the mentors substantiated these findings as they expressed an increased desire to continue working with individuals on the autism spectrum. C. Project Evaluation In addition to weekly evaluation and charting of session objectives completed collaboratively by participants and mentors, program evaluations were completed by participants, mentors and family members. These program evaluations were reviewed by the director and faculty supervisor at the end of each six-week session and feedback was used to modify subsequent program implementation. Findings showed achievement of measureable objectives of the program participants and overall satisfaction with the structure and implementation of the program. Mentors demonstrated improved knowledge and competence related to working with adults on the autism spectrum. Many of the mentors participated in other programs developed by the Center for Adults with Autism. All mentors expressed the desire to gain more knowledge and experience in working with adults on the autism spectrum. All mentors rated participation as a student mentor as a positive and rewarding learning experience. D. Project Impact The skills acquired through experiential learning activities have a unique advantage over those learned via traditional classroom-style approaches because they have inherent context and meaning to the participant. Positive feedback from mentors and participants confirmed that this was the case with the experiences on the Challenge Course. Mentor comments: o This program was very rewarding. I feel as though I made many strides towards my personal and professional goals. o Participating as a student mentor was a positive and rewarding learning experience. Everyone was involved. o I learned a lot about [autism] and myself. o Impressive experience! It has been so amazing to see participants make more progress and enjoy themselves more and more. o I thought this was an extremely rewarding and fun experience. I learned a great deal and can now better relate to those with autistic characteristics. o I enjoyed this program very much, and it will help greatly with my future career.

4 o I came into this challenge course only knowing general public knowledge. Now I have a better understanding of how being autistic affects these individuals on a personal basis. o I had an opportunity to learn a lot about autistic adults. Now I m much more knowledgeable and I ve become more passionate about putting forth efforts to serve as an advocate for autistic people. o It was great interacting with the participants we learned from eachother. o Being a mentor for these wonderful adults really opened my eyes and gave me a lot of tools to come back with when I teach special education. o I learned a great deal about how to interact with autistic adults and the various characteristics of the disorder. The strengths of the program were good interaction and goal-setting, excellent activities. o I liked being paired up with a participant and getting to know him over the course of the program. o I learned how to deal/interact with a variety of autistic individuals showing different behaviors. I love the fact that it is so hands-on and outdoors. o I enjoyed watching participants slowly become more interactive and involved. o The strengths of the course helps with leadership and communication with the participants. Participant comments: o I am very satisfied overall with the experiences I took part in, and also with the excellent conduct of the students and the mentors. o I enjoyed the activities. It was nice to get to know people and work together. I also liked how the participants were involved in the planning. o It helped me have a better leadership, and gain more confidence. o The support of the mentors and the challenging, yet fun activities were the strengths of the Challenge Course. o It helped me to grow and be a better person. o I liked how everyone was treated. I m really going to miss it. o The best part of the Challenge Program was that the mentors treated me as an equal, not as an inferior person. It was much easier to enjoy the interactions with everyone. o I made and met friends there. o The challenge course staff helps people. The strengths were helping people initiate a conversation. o I liked so much very good. o [The program] helped me stay focused o It helped me learn to try new things. I met new people. o The strengths are: figuring out how to solve problems. o I enjoyed teaching the mentors about autism from an inside perspective. The success of the Adventure Pursuits Program facilitated development of several other programs and activities sponsored by the Center for Adults with Autism to support social and recreational needs of adults on the autism spectrum, while facilitating the education of university students about autism. Peer mentors and Challenge Course facilitators from Campus Recreation were inspired to further participate in these programs developed by the Center. Mentors who participated in the Challenge Course program encouraged their friends and classmates to get information about and participate in future programs of the Center for Adults with Autism, based on their experiences.

5 The following programs were developed by the Center for Adults with Autism, based on the success of the grant funded Adventure Pursuits program: o Continue the Challenge: Health and Fitness Program was developed as a six-week group program pairing young adults on the autism spectrum with kinesiology students as personal trainers at an on-campus fitness center. Mentors trained through the Adventure Pursuits Program served as facilitators for this program. o The Adult Language & Pragmatic Skills (ALPS) Group is a holistic skills acquisition program for young adults on the autism spectrum led by an ASHA certified speech language pathologist and supported by graduate student clinicians from speech therapy and occupational therapy. Session topics include: making friends, nonverbal communication, problem solving, perspective taking, communicating on the job, coping with sensory issues, and recognizing the emotions of others. The emphasis is on practical skills needed by young adults. Several of the trained mentors from this program participated in subsequent programs, including the Challenge Course. o Continue the Challenge: Reaching New Heights Rock Climbing program was another extension of the Adventure Pursuits Challenge Course program, providing mentor training and participation by other young adults on the autism spectrum. o A mentor training program was developed, to be offered at least once each semester to university students and faculty and staff interested in being a part of activities run by the Center. Training curriculum was based on feedback from the Adventure Pursuits program. o Participation in the Adventure Pursuits Program helped young adults on the autism spectrum develop friendships and increased their social opportunities. Many attended a Halloween party and December holiday party with individuals they met on the Challenge Course. Participants and their families reported socializing independently of the Challenge Course activities. Sustainability for future sessions of the Adventure Pursuits Program beyond the funding period will be achieved through fees charged to participants that will cover program costs. Costs will be kept at a minimum, as peer mentors will be recruited as volunteers or as student interns. Since the grant funded period allowed the Center to develop a successful Adventure Pursuits Program, students and faculty have become aware of the benefits of learning opportunities associated with mentor participation in programs. For example, the Adult Language & Pragmatic Skills (ALPS) Group was funded by a combination of a university supported speech language pathologist, student interns, and a minimal fee charged to participants. Mentors for the Wellness program were recruited through kinesiology classes that required contact hours for their students. A person who had heard of the success of the program made a gift to the Center for Adults with Autism from a family foundation, and this gift supported an additional session of the Wellness Program. Mentors who were trained through the Autism Center programs have been hired by families to support the development of daily living skills, social skills, and job skills for their adult children. E. Summary The Adventure Pursuits for Adults with Autism program has provided opportunities for young adults in the communities surrounding Towson University and beyond to develop social skills through participation in motivating, age-appropriate recreational activities on a college campus. At the same time, the program supported education of college students who participated as peer mentors. Individuals from the local ASA chapter and Pathfinders for Autism supported the

6 program with suggestions and dissemination of program announcements. Towson University Campus Recreation department partnered with the Center for Adults with Autism to provide a safe, enjoyable, and educational experience for participants on the autism spectrum and university student mentors. The response to advertisements for peer mentors was tremendous, with hundreds of respondents applying for 30 positions over the course of the year. There is a great interest among students, faculty, and staff on campus to be educated about the needs of young adults on the autism spectrum. Two students volunteered their time as peer mentors on the Challenge Course, and two guest speakers waived the consultant honorarium, as they felt that the program was a valuable opportunity for learning. The program director presented information about the Center for Adults with Autism at local and state level conferences during the Fall 2008, and at the national level in Spring and Summer 2009, including a description of the Adventure Pursuits Program. These presentations allowed the director to disseminate information about model programs that meet the needs of adults on the autism spectrum and to publicly thank Autism Speaks for funding the initial program of the Center for Adults with Autism. Due to the great success of the program, a peer mentor training program is being developed for dissemination to other college campuses, and article publications about the program are being submitted to autism publications so that the program can be duplicated.

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