|Title:||“I am member of the fish club for years, but on meetings I always go with my parents” : contextually bound experiences of adolescents with autism spectrum disorder to understand environmental influences for participation|
|Authors :||Krieger, Beate|
|Conference details:||31. EACD (European Academy of Childhood Disability) Conference, Paris, 23-25 May 2019|
|License (according to publishing contract) :||Not specified|
|Type of review:||Peer review (abstract)|
|Subjects :||Adolescent; ASD; Participation; Environment; Zurich; Qualitative|
|Subject (DDC) :||616.8: Neurology, diseases of nervous system|
|Abstract:||Introduction: Participation of adolescents with autism spectrum disorder (ASD) in activities out-of-home and out-of-school like doing sports, attending events or socializing is reported to be low. In a developmental stage, where other adolescents experience peers, community and own strengths and preferences, these adolescents face challenges because of their vulnerabilities and environments, they often experience as frightening and exhausting. Little is known how and why adolescents perceive environmental barriers and facilitators and the nuances, when a barrier becomes a facilitator or vice versa. The goal of this presentation is to provide insights into their participation experience and the role of the environment. Patients and methods: Six adolescents with ASD (age 15-21) participated in a single-case-study design located in Zurich (Switzerland). Data were collected by a combination of documentation of the socio-political context with photo-elicitation and in-depth interviews of adolescents with ASD. They explained their perception of environments in the actual moments of attending and involving themselves in participation out-of-school and out-of-home. Data was analysed using a 7-step iterative analysis. Results: The preliminary findings show two consecutive patters were essential: (1) environmental based pre-requisites to overcome inhibitions and withdraw and attend participation such as providing company or ensuring savvy, and (2) strategies of social environment to support reciprocity and social interchange like being approached. Conclusion: The study is the one of the first to examine the enacted interaction between environments and participation out-of-home and out-of-school in adolescents with ASD contextually. It provides insights how to influence participation of adolescents with ASD environmentally.|
|Organisational Unit:||Institute of Occupational Therapy (IER)|
|Publication type:||Conference poster|
|Appears in Collections:||Publikationen Gesundheit|
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