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 treatment  usually 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,  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),  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),  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):  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,  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),

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