Social Skills Instruction, Online Modules, and Telecoaching to Develop Planning Skills of Young Adults With Autism

Abstract

This study examined the efficacy of an intervention package consisting of small group instruction, online instructional modules, and telecoaching to increase planning skills of eight young adults (ages 17–26) with autism spectrum disorder (ASD) and other related neurological disorders. Telecoaching sessions used existing video conference platforms (e.g., FaceTime, Google Hangouts, Skype, Zoom) with young adults as the direct recipients of the coaching. The primary dependent variable was number of planning steps described on fictional vignettes, and a supplementary dependent variable was self-reported participation in weekly social activities. A multiple baseline across participants design with participants assigned to three cohorts was utilized. Results indicated all participants increased knowledge of steps required to plan activities. However, implementation of the planned activities varied with minimal gains demonstrated by five of the eight participants. Implications for practice and research related to technology-based interventions to increase social engagement of young adults with ASD is discussed.