A Good Practice from Hungary: The Adult Club

Social spare time activities & therapeutic support for adolescents and adults with ASD

Regina Németh – Autism Foundation, 2010

Based on: Katalin Vígh, Ildikó Kanizsai-Nagy & Krisztina Stefanik, 2007

Challenges of adolescents and adults with ASD

STILL: difficulties in communication, social-interactions and flexible organisation of behaviour.

increasing risk of isolation; facing with abnormalities and with the lack of

social relations - possible depression; self-estimating problems; possible increasing of challenging behaviours; in consequence of social-cognitive deficits:

possible paranoid episodes and thinking; vulnerability, victimisation, criminality

Challenges of adolescents and adults with ASD - practical issues

finishing official education, so out of sight of professionals;

increasing level of expectations and responsibility - decreasing level of tolerance;

finding job; separation from parents and the possible loss of

them; somatic changes (acceptance of these, self-

hygiene, sexuality); new medical problems (e.g. epilepsy); financial difficulties.

Education, services and support for adults with ASD in Hungary

CARE day care service usually not ASD-specific, not enough residential care service usually not ASD-specific, not

enough psychiatric care usually not ASD-specific social care usually not well informed professionals

WORK supported employment usually not ASD-specific, not

enough inclusive employment usually not ASD-specific, not

enough

THERAPY individual/group training not enough supportive therapy not enough neuro-psychiatric treatmentusually not ASD-specific

Objectives/Advantages of the Adult Club

Opportunity for regular, age-appropriate leisure activities; taking part in peer group; forming personal relations; increasing self-knowledge.

Tolerant, accepting, friendly atmosphere. Developing skills. Professionals are available regularly. Preventive interventions. Opportunity to meet typical peers. Support family mental health.

Methodological background

Principally: complex, integrated, individualised autism-specific intervention

visual support; cognitive-behavioural approach; alternative, augmentative communication; structured time and space; relatively high rate of professionals (2-3

adult with ASD/1 professional); but low level of intensity (2 hours/week).

Activities

Peer mentor service Goal: improve social-communication skills among peers

under controlled circumstances and give opportunities for age-appropriate leisure activities.

Peer mentors: university students (psychology/special teacher).

Conditions: short, focused training about ASD; well structured, written contract between the person with ASD,

the parents, the peer mentor and the professionals. The Club ensures the personal and professional

background: Opportunity for possible peer mentors to experience behaviour

of people with ASD. Opportunity to meet, and choose friend. Meeting parents/family. Regular consultations with professionals. Experiencing professional intervention in case of

specific/challenging behaviours.

Supportive Parent Group

Professional: psychiatrist/psychologist. Method: supportive, semi-open. Goal: sharing experience; sharing information; regular opportunity to consult with

professionals; permanent „alert system” (opportunity to

recognise in time possible problems need further help);

emotional support.

Most important bibliography

Attwood, T. (2006)The complete guide to Asperger’s syndrome. London: Jessica Kingsley Publishers.

Bondy, A., Frost, L. (1994). The Picture-Exchange Communication System. Focus on Autistic Behavior, 9, 1-19.

Clements, J. & Zarkowska, E. (2001). Behavioural Concerns and Autistic Spectrum Disorders: Explanations and Strategies for Change. London: Jessica Kingsley Publishers.

Fecteau, S., Mottron, L., Berthiaume, C., Burack, J. A. (2003). Developmental changes of autistic symptoms. Autism 7(3), 255-268.

Howlin, P. (1997). Autism. Preparing for Adulthood. London: Routledge. Howlin, P. Goode, S., Hutton, J., Rutter, M. (2004). Adult outcome for children with autism.

Journal of Child Psychology and Psychiatry, 45(2), 212-229. Howlin, P., Baron-Cohen, S, Hadwin, J. (1998). Teaching Children With Autism to Mind-Read:

A Practical Guide for Teachers and Parents. Wiley & Sons. Krasny, L., Williams, B.J., Provencal S., Ozonoff, S. (2003). Social skills interventions for the

autism spectrum: essential ingredients and a model curriculum. Child Adolesc Psychiatr Clin N Am. Jan ;12 (1):107-22

Peeters, T. (1997). Autizmus: az elmélettől a gyakorlatig. Budapest: Kapocs. Quill, K. A. (ed.) (2000). Do-watch-listen-say: Social and communication intervention for

children with autism. Baltimore, MD: Paul H Brookes Publishing Company. Smith, T., Buch, G. A., & Gamby, T. E. (2000). Parent directed, intensive early intervention

for children with pervasive developmental disorder. Research in Developmental Disabilities 21, 297-309.

Volkmar F. R., Lord C, Bailey A, Schultz R. T., Klin A. (2004). Autism and pervasive developmental disorders. Journal of Child Psychology and Psychiatry 45(1), 135-70.

Thank you for your attention!