Introduction
Autism spectrum disorder (ASD) is a developmental condition that affects how people communicate and interact with others. People with ASD may have difficulties in social situations, such as making friends, expressing emotions, or understanding social cues. They may also face challenges in academic settings, such as staying focused, following instructions, or completing tasks.
One way to help people with ASD overcome these challenges is to teach them self-determination skills. Self-determination skills are the abilities to make choices, set goals, plan actions, and evaluate outcomes. These skills can help people with ASD become more independent, confident, and motivated in their daily lives.
A recent study investigated the effect of occupational therapy (OT) on self-determination skills of adolescents at risk of emotional and behavioral disorders (EBD). EBD is a term that describes students who have emotional or behavioral problems that interfere with their learning and social functioning. Students with EBD may have symptoms of anxiety, depression, aggression, or impulsivity. Some students with ASD may also be at risk of EBD due to their social and academic difficulties.
The Study Design and Methods
The study involved 54 female students aged 14 to 16 years who were at risk of EBD based on a questionnaire. The students were randomly assigned to either an intervention group or a control group. The intervention group received OT sessions once a week for eight weeks, while the control group received no intervention. The OT sessions focused on teaching self-determination skills through occupation-based activities, such as cooking, gardening, or crafts. The activities were tailored to the students’ interests, preferences, and needs.
The researchers measured the students’ self-determination skills, communication and interaction skills, and academic success before and after the intervention. They used two scales to assess self-determination skills: one completed by the students themselves and one completed by their parents. They used another scale to assess communication and interaction skills, which included three domains: physicality, information exchange, and relations. They also obtained the students’ grade point average (GPA) as an indicator of academic success.
The Study Results and Implications
The results showed that the OT intervention had a positive impact on the students’ self-determination skills, communication and interaction skills, and academic success. The intervention group improved significantly more than the control group in all these measures. The intervention group also maintained their improvements at a follow-up assessment two months later.
The study suggests that OT can be an effective way to enhance the social and academic outcomes of adolescents with ASD who are at risk of EBD. By teaching self-determination skills through occupation-based activities, OT can help students with ASD develop their abilities to make decisions, set goals, and plan actions that are meaningful and relevant to them. This can in turn improve their communication and interaction skills with others and their academic performance.
The study also adds to the existing literature on the benefits of OT for people with ASD. Previous studies have shown that OT can improve the skills of children and adults with ASD in various domains, such as activities of daily living, academic skills, and social skills, The study extends these findings to adolescents at risk of EBD, a population that may have additional challenges and needs.
The Study Limitations and Future Directions
The study has some limitations, such as the small sample size, the lack of a standardized intervention protocol, and the reliance on self-report and parent-report measures. Future studies could address these limitations by using larger and more diverse samples, implementing a more structured and consistent intervention, and using more objective and reliable measures, such as behavioral observations or standardized tests.
Overall, the study provides evidence that OT can be a valuable intervention for adolescents with ASD who are at risk of EBD. By teaching self-determination skills through occupation-based activities, OT can help students with ASD improve their social skills and academic success. This can have positive implications for their well-being, self-esteem, and future opportunities.
Faq
What is occupation-based self-determination intervention?
Occupation-based self-determination intervention is a type of occupational therapy that teaches self-determination skills through occupation-based activities. Self-determination skills are the abilities to make choices, set goals, plan actions, and evaluate outcomes. Occupation-based activities are tasks that are meaningful and relevant to the individual, such as cooking, gardening, or crafts.
What are the main assumptions and principles of the self-determination theory?
The main assumptions and principles of the self-determination theory are:
- People have three basic psychological needs: autonomy, competence, and relatedness. Autonomy refers to the need to act according to one’s own values and interests. Competence refers to the need to master skills and achieve goals. Relatedness refers to the need to connect and belong with others.
- When these needs are met, people experience greater well-being, motivation, and performance. When these needs are thwarted, people experience lower well-being, motivation, and performance.
- People have different types of motivation, ranging from intrinsic to extrinsic. Intrinsic motivation refers to the motivation that comes from within, such as interest, curiosity, or enjoyment. Extrinsic motivation refers to the motivation that comes from outside, such as rewards, punishments, or expectations. Intrinsic motivation is more conducive to self-determination than extrinsic motivation.
- People can internalize and integrate extrinsic motivation into their sense of self, making it more autonomous and self-determined. This process depends on the degree to which the extrinsic motivation satisfies the three basic psychological needs.
How does the occupation-based self-determination intervention satisfy the three basic psychological needs of the adolescents with ASD?
The occupation-based self-determination intervention satisfies the three basic psychological needs of the adolescents with ASD and EBD by providing them with opportunities and support to:
- Exercise their autonomy, by making choices about the occupation-based activities that they want to engage in, and by acting according to their own values and interests.
- Enhance their competence, by setting goals for the occupation-based activities that they want to achieve, and by mastering the skills and strategies that they need to accomplish them.
- Foster their relatedness, by communicating and interacting with others during the occupation-based activities, and by building and maintaining relationships with their peers, parents, and therapists.
How can parents and teachers support the self-determination skills of adolescents with ASD?
Parents and teachers can support the self-determination skills of adolescents with ASD by providing them with opportunities to make choices, set goals, plan actions, and evaluate outcomes in their daily lives. They can also encourage them to pursue their interests, preferences, and needs, and to participate in occupation-based activities that are meaningful and relevant to them. They can also provide them with positive feedback, guidance, and support to help them achieve their goals and overcome their challenges.
How can adolescents with ASD benefit from occupation-based activities?
Adolescents with ASD can benefit from occupation-based activities in several ways. Occupation-based activities can help them to:
- Develop their self-determination skills, such as making choices, setting goals, planning actions, and evaluating outcomes
- Improve their communication and interaction skills, such as expressing emotions, exchanging information, and building relations
- Enhance their academic success, such as improving their focus, organization, and problem-solving
- Increase their motivation, engagement, and enjoyment in learning and living
- Boost their self-confidence, self-esteem, and self-efficacy
What are some examples of occupation-based activities that can be used to teach self-determination skills?
Some examples of occupation-based activities that can be used to teach self-determination skills are:
- Cooking: This activity can help students to make choices about what to cook, set goals for the cooking process, plan the steps and ingredients, and evaluate the outcome and taste of the food.
- Gardening: This activity can help students to make choices about what to plant, set goals for the growth and maintenance of the plants, plan the actions and tools, and evaluate the outcome and appearance of the garden.
- Crafts: This activity can help students to make choices about what to create, set goals for the design and completion of the project, plan the materials and methods, and evaluate the outcome and quality of the product.
How does the occupation-based self-determination intervention improve the communication and interaction skills of the adolescents with ASD?
The occupation-based self-determination intervention improves the communication and interaction skills of the adolescents with ASD by teaching them how to:
- Express their emotions, such as happiness, sadness, or anger, during the occupation-based activities, and by using appropriate verbal and non-verbal cues, such as words, tone, or facial expressions.
- Exchange information, such as asking and answering questions, giving and receiving feedback, or sharing opinions, during the occupation-based activities, and by using appropriate language and communication styles, such as formal, informal, or polite.
- Build relations, such as initiating and maintaining contact, cooperating and collaborating, or resolving conflicts, during the occupation-based activities, and by using appropriate social skills and behaviors, such as eye contact, turn-taking, or compromise.
How does the occupation-based self-determination intervention enhance the academic success of the adolescents with ASD?
The occupation-based self-determination intervention enhances the academic success of the adolescents with ASD by teaching them how to:
- Stay focused, by setting goals for the occupation-based activities that they want to complete, and by planning the steps and resources that they need to follow and use.
- Organize tasks, by breaking down the occupation-based activities into smaller and manageable subtasks, and by prioritizing and sequencing them according to their importance and difficulty.
- Complete assignments, by taking action to execute the occupation-based activities that they have planned and organized, and by evaluating the outcomes and quality of their work.
How does the occupation-based self-determination intervention align with the curriculum and the standards of the school setting?
The occupation-based self-determination intervention aligns with the curriculum and the standards of the school setting by:
- Supporting the academic goals and objectives of the students, by helping them to improve their skills and abilities in the areas of reading, writing, math, and science, and by helping them to prepare for the tests and exams that they need to take.
- Supporting the social and emotional goals and objectives of the students, by helping them to improve their skills and abilities in the areas of communication, interaction, cooperation, and collaboration, and by helping them to cope with the stress and challenges that they face in the school setting.
- Supporting the transition and vocational goals and objectives of the students, by helping them to explore their interests, strengths, and skills, and by helping them to plan for their future education, training, or employment.
How can occupational therapy help with the sensory processing issues or sensory sensitivities of adolescents with ASD?
Occupational therapy can help with the sensory processing issues or sensory sensitivities of adolescents with ASD by helping them to better tolerate, regulate, and adapt to the sensory stimuli in their environment. Occupational therapists can work with students to help them identify their sensory preferences, needs, and challenges, and to provide them with strategies and tools to cope with them. For example, an occupational therapist may work with a student to help them use headphones, fidget toys, or weighted blankets to reduce their sensory overload or anxiety. Or, an occupational therapist may work with a student to help them engage in sensory activities, such as swinging, jumping, or spinning, to increase their sensory input or arousal.
How does the occupation-based self-determination intervention support the transition to adulthood of the adolescents with ASD?
The occupation-based self-determination intervention supports the transition to adulthood of the adolescents with ASD and EBD by helping them to:
- Explore their interests, strengths, and skills, by exposing them to a variety of occupation-based activities that are relevant and meaningful to them, such as cooking, gardening, or crafts, and by using assessment tools, such as the Career Interest Inventory or the Self-Directed Search.
- Prepare for their future, by providing them with information and guidance on their career options and opportunities, such as education, training, or employment, and by using resources, such as the Occupational Outlook Handbook or the O*NET Online.
- Pursue their goals, by assisting them with developing and implementing their transition plans, such as applying for college, finding a job, or moving out, and by providing them with support services, such as mentoring, coaching, or counseling.
How can occupational therapy help with the employment of adolescents with ASD?
Occupational therapy can help with the employment of adolescents with ASD by helping them to find and maintain a job that matches their interests, strengths, and skills. Occupational therapists can work with students to help them identify their vocational goals, explore their career options, and prepare for the job market. They can also provide them with job coaching, job shadowing, and other vocational support services to help them succeed in the workplace. Additionally, occupational therapists can work with students to help them improve their work-related skills, such as time management, organization, and problem-solving.
How does the occupation-based self-determination intervention foster the intrinsic motivation of the adolescents with ASD?
The occupation-based self-determination intervention fosters the intrinsic motivation of the adolescents with ASD by providing them with opportunities and support to:
- Pursue their interests, preferences, and needs, by selecting the occupation-based activities that they want to engage in, and by acting according to their own values and interests.
- Experience competence and mastery, by setting goals for the occupation-based activities that they want to achieve, and by mastering the skills and strategies that they need to accomplish them.
- Experience autonomy and self-determination, by making choices about the occupation-based activities that they want to engage in, and by planning, executing, and evaluating their own actions and outcomes.
- Experience relatedness and belonging, by communicating and interacting with others during the occupation-based activities, and by building and maintaining relationships with their peers, parents, and therapists.
How can the occupation-based self-determination intervention be used to address the specific needs and challenges of female adolescents with ASD?
The occupation-based self-determination intervention can be used to address the specific needs and challenges of female adolescents with ASD by:
- Recognizing and acknowledging the unique and diverse characteristics, experiences, and perspectives of female adolescents with ASD and EBD, and providing them with information and education about their diagnosis, their strengths, and their challenges.
- Providing them with opportunities and support to express and explore their identity, interests, and values, and to develop and pursue their goals and aspirations, through occupation-based activities that are meaningful and relevant to them, such as art, music, or fashion.
- Providing them with opportunities and support to communicate and connect with other female adolescents with ASD and EBD, and to build and maintain friendships and relationships with them, through occupation-based activities that are enjoyable and engaging to them, such as games, clubs, or groups.
- Providing them with opportunities and support to cope and thrive in the social and academic environments that may be challenging or stressful for them, such as school, home, or community, and to develop and use their skills and strategies to manage their emotions and behaviors, such as self-regulation, self-advocacy, or self-care.
How can occupational therapy work with other therapies to help adolescents with ASD?
Occupational therapy can work with other therapies to help adolescents with ASD by providing a comprehensive and holistic approach to their treatment and support. Occupational therapy can complement and reinforce the goals and interventions of other therapies, such as speech therapy, behavioral therapy, or social skills therapy, by addressing the underlying skills and factors that affect the students’ functioning and performance. For example, occupational therapy can work with speech therapy to help students improve their communication skills by teaching them self-determination skills, such as making choices, expressing emotions, and exchanging information. Or, occupational therapy can work with behavioral therapy to help students improve their behavior by teaching them self-determination skills, such as setting goals, planning actions, and evaluating outcomes.
What are the main challenges and opportunities for implementing occupation-based self-determination intervention in practice?
The main challenges and opportunities for implementing occupation-based self-determination intervention in practice are:
- Challenges: Some of the challenges for implementing occupation-based self-determination intervention in practice are related to the feasibility, appropriateness, and acceptability of the intervention. For example, the intervention may require a lot of time, resources, and expertise to implement and evaluate. It may also depend on the availability and accessibility of the occupational therapists, the occupation-based activities, and the facilities and equipment. It may also not suit the preferences and needs of all the students, as some may not be interested or motivated to participate in the intervention, or may have different or conflicting goals or expectations. It may also face resistance or skepticism from the stakeholders, such as the students, the parents, the teachers, or the administrators, who may not be familiar or supportive of the intervention .
- Opportunities: Some of the opportunities for implementing occupation-based self-determination intervention in practice are related to the effectiveness, relevance, and innovation of the intervention. For example, the intervention may have a positive impact on the self-determination skills, communication and interaction skills, and academic success of the students. It may also be relevant and meaningful to the students, as it is based on their interests, preferences, and needs, and it involves occupation-based activities that are enjoyable and engaging. It may also be innovative and novel, as it is based on the latest theories and frameworks of occupational therapy and self-determination, and it offers a new and alternative way of teaching and learning .
Source: