RUNNING HEAD: AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 1

Autism Spectrum Disorder and Organized Social Activities That Improve Social Interactions and

Communication Skills Throughout Life

Angela Livingston and Brandi Walts

SUNY Oswego

PSY 450 Fall 2014

AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 2

Abstract

Autism Spectrum Disorder (ASD) is characterized by detrimental deficits in social

communication and interaction, restrictive and repetitive patterns of behaviors, interest or

activities. It is estimated that 70% of children with ASD suffer from uncontrollable behavioral

outbursts that increase their peer isolation along with the stress of their caregivers. These

uncontrollable and involuntary behaviors are stressful to the individual in many ways. This

research study is being conducted to review the benefits of encouraging an increase in organized

social activities between people with and without ASD in hopes that some of the uncontrollable

behavioral outbursts that previously increased peer isolation will decrease or disappear over

experience with organized social activities. Previous research on this study has been thoroughly

reviewed and examined in order to gain a crucial understanding of this topic. The research

potential from the interview style experiment will assist in future programs with the complete

integration of children, adolescents, and young adults into the mainframe of society.

Keywords: autism spectrum disorder, organized youth activities

AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 3

Autism Spectrum Disorder and Organized Social Activities That Improve Social Interactions and

Communication Skills Throughout Life

Autism Spectrum Disorder is, as the term implies, refers to the broad range of signs and

symptoms of the deficits related to the skills and levels of social communication and social

interaction. Autism Spectrum Disorder (ASD) is characterized by the persistent and often

detrimental deficits in social communication, social interactions, restricted and repetitive patterns

of behaviors, interests or activities. Symptoms are usually present during the early developmental

stage, typically evident by age two, and these symptoms generally cause clinically significant

impairment in social, occupational, or other important areas of current social functioning.

(National Institute of Mental Health, 2014)

Despite no known cause for ASD, research suggests there may be genetic and

environmental factors as well as a theory that this condition may even be brought on by

childhood vaccines. (National Institute of Mental Health, 2014) When signs and symptoms of

social impairment are first noticed, as indicated by social communication deficits, repetitive and

stereotypical behaviors of decreased eye contact, inability to look, listen or appropriately respond

to people's emotional or social cues, early intervention, and diagnosis is essential in improving

skills needed to manage their social skills through life. This neurodevelopmental condition which

unfolds during the first few years of life involves impairments not only in social communication

but also disruptive behaviors. As many as 70% of children with ASD present with challenging

behaviors including aggression, self-injury, and disruptive behavior which can reduce response

to educational intervention, leading to further isolation from peers, and increase caregiver and

parental stress related to disruptions in daily activities. Autistic children, unfortunately, lack the

awareness of appropriate behaviors and self-control, and their aggression and outbursts can
AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 4

enhance their risks of having negative relationships with their peers. Along with learning better

techniques to interact with their peers, autistic children should be taught positive ways to handle

their aggression. (Lesack, Bearss, Celano, & Sharp, 2014) These positive demonstrations and

better techniques could be modeled through and during organized social activities if the adult

supervisors were instructed in such matters as it concerns children diagnosed with ASD.

Social skills comprise a complex area of human behavior, and when a member of society

is unable to interpret and respond in an acceptable or appropriate manner appropriately, a

personal desire sets in to help offset this deficit in a manner helpful to that individual and

immediate surroundings. Children learn about themselves and how to solve problems and to

work cooperatively with others through play and social interactions. (Murray-Slutsky & Paris,

2014) Perhaps through organized group activities, learning how to solve problems and working

together can be an enjoyable experience even for those that suffer from ASD.

Individuals with ASD also tend to show relatively increased rates of anxiety disorders

and evidence that social stimuli and their appropriate response may only be lacking in rewards of

self and social skills for the autistic individuals. The Brodkin study (2008) suggested that

although ASD sufferers may be socially anxious individuals. They tend to show initial avoidance

of unknown individuals or groups, but they tend to warm up over time, showing increased eye

contact and interaction. (Brodkin, 2008) This evidence suggests that social rewards, familiar

groups, and activities like those that can be provided through organized social activities and

groups, can help offset social anxiety in those that suffer ASD. (McHale, 1983)

A potential research project that should be explored is the association of organized social

interactions and their improvement in the communication skills in those that suffer from ASD

and the potential benefit for those individuals throughout their life. For the purpose of this paper,
AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 5

organized activities will be a blanket term that refers to a broad range of adult-sponsored

activities that fall outside the regular school curriculum and includes diverse contexts such as

school-based extracurricular activities, community and religious organizations, and youth

development programs.

Social skills comprise such a complex area of human behavior, with such broad rules and

protocols that vary from location, situation, people, age and culture, making it nearly impossible

to “teach” such social skills, that modeling behavior in these diverse activities could certainly be

beneficial to those who participate in such activities, especially the ASD child. (Simpson &

Myles, 2011)

A positive youth development perspective suggests that organized activities are unique

learning structures that provide opportunities for growth and development and that more time

spent in activities presents an index of socialization experiences as well as greater absorption of

skills. This suggests that youths need frequent exposure to an activity and the more time spent in

activity also help individuals to become more attuned to other young people. The process of

becoming more attuned can ensure communication while developing stronger and deeper

relationships with peers and adults in the activity setting. (Bohnert, Fredricks, & Randall, 2010)

A report that studied adult ASD sufferers highlighted the effects that structured social

activities provided for them as children. Participants described structured social activities and

ideal context for interaction. The comfort level that required even minimal social negotiation

(like school choirs, religious services, bands, and dance classes) was reported to be beneficial to

the adults that participated in this study and these activities created a sense of community. All of

these activities have predictability in common, as well as a high level of social scripting. These
AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 6

adults suggested that their happiest social memories revolved around “parallel play” with peers-

i.e. engaging in the same activity side-by-side with someone else. Ideally, these activities have

externally implemented supports that tended to follow themes and opportunities to

observe/model socially appropriate behaviors as well as joint focus activities that allowed special

interest groups to share the interesting activity (like hiking, chess, electronics or gaming). These

groups and organized activities also were reported to help with observing and then modeling

socially appropriate behaviors, that helped them with communication and alternative modes of

communication (internet relationships, and the telephone). (Muller, Schuler, & Yates, 2008)

Generally face-to-face and telephone conversations provided a very stressful situation, but

through modeling and previous observation, these adults were able to model appropriate

behavior mandated later in life, supporting our theory that organized social activities are essential

to assisting ASD children in becoming better with their communication skills and more socially

competent.

A potential starting point for this research would be to ask parents of ASD

children to compete for the Autism Parenting Stress Index which would measure the parental

stress prior to the onset of organized social activities and then repeat the test after the completion

of 12 months of organized activities. (Silva & Schalock, 2012) This test would assist in

measuring if the activities we are recommending were benefiting not only the individual who

suffers from ASD but the effect of how the parents are better able to communicate and reduce

the stress of coping with an ASD child.

In addition, if autistic children also learned better ways to deal with their frustrations they

could reduce the chances of being negatively viewed by their peers. In the Lesack (2014) study

they used Parent-Child Interaction Therapy (PCIT). This therapy is a well-established and
AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 7

supported behavioral family intervention designed to address disruptive behavior disorders in

young children. The benefits of this particular therapy were reported that parents noted much less

disruptive behaviors and reported stronger communication and listening skills in their children.

(Lesack, Bearss, Celano, & Sharp, 2014)

When students of school age are diagnosed with ASD, most schools are able to

implement targeted interventions for the child and education for the instructors to better assist

and teach those children. Some schools, however, do not allow autistic children to be educated

with non-handicapped children and when they are not given this opportunity, it may actually

hamper the child. Autistic children are generally educated with other handicapped children and

experience a minimum of the interaction with typical peers that is usually considered essential

for social development. (McHale, 1983) In one study, a non-handicapped peer was trained to

properly interact with an autistic child in order to engage the autistic child in social interaction.

The results showed an immediate increase in the positive behavior for each of the autistic

children. Based on the results of this research study, peer influence positively affects behavior

changes even in severely disordered children, further supporting our theory that organized social

activities can assist ASD children in social and communication skills.

Through the McHale study (1983), many theorists proclaimed that experience with other

kids is essential for normal social, cognitive, and emotional growth. During this research study,

ten small groups of young school-age children participated in weekly play sessions. During these

play sessions, the children would interact with autistic children. Observations lasted for 10 weeks

and indicated a significant increase in social interaction for autistic children. The autistic children

also showed a decrease in their isolated behaviors. (McHale, 1983) This too would support our
AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 8

belief in an increased social communication and interaction through organized social activities

for the child who suffers from ASD.

At the beginning of the school year the teacher could complete the Classroom Practice

Inventory (Reszka, Hume, Sperry, Boyd, & McBee, 2014) and again at the end of the school

year to determine if there has been an improvement in signs and symptoms of the child and their

immediate social communication and social skills. This would assist in an additional perspective

on the success that outside, extracurricular and organized social activities would be beneficial to

the child that suffers from ASD.

Fostering peer interactions, as through organized social groups, can increase a child’s

social, motor, cognitive and sensory skills which could demystify autism and enhance their

interactions in their daily life, improving acquired and learned skills for the ASD sufferer in their

current and future interactions with others. (Murray-Slutsky & Paris, 2014) Certainly, organized

social activities can only improve both the child’s experience, as well as enhance the lives of the

adults and other kids that also participate in activities with these special children.

Hypothetical Method

Participants

Children will be from ages 8 – 12 years of age. (3rd to 7th grade). Diagnosed with Autism

Spectrum Disorder (ASD), and be classified as Low, Moderate and High-level functioning. All

participants will have the ability to ambulate, verbalize and communicate in English. They will

be selected having had minimum or no previous Organized Youth Activities experiences.

Children will be currently involved with Public or Private educational services (no home-

schooled children that have not experienced a classroom setting.).

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Materials and Procedure

Pre-Tests will be given using a survey method, using the Child’s name and transferred to

a Participant’s Number during entrance into an SPSS system for analysis. Basic information as to

age, sex, race, family income, diagnosis and treatment programs will be obtained prior to joining

the study, and these surveys are used to determine the scope of communication skills from the

parents and teachers, activity generalizations and specifics to communication/ contacts with

others, as well as a general overview of how the participation in such groups affected their child

after one year of such groups and the participants view of how their communication skills were

10 years later.

The Autism Spectrum Disorder Communication Survey for the Parents will be given as a

pre-test and one year after the experiment. (See Figure 1). These scores will be tallied in the Pre-

Test section to determine the point of view of the parent their child’s verbal and non-verbal

communication strengths and with whom they do the best with. These will be compared to the

post-test to determine if there is a significant change in any one particular area, communication

or their interactions with the group of people as a whole.

The Autism Spectrum Disorder Communication Survey for the teachers will also be

given as a pre and posttest. (See Figure 2). As with the Parent’s pre and posttest, this test is to not

only to confirm the parents and teachers observations with the child’s communication strengths

and weaknesses, but to see if two different teachers (given that they are given a year apart should

include different grades and different teachers) notice a difference in the child’s communication

with others.
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The participants will be asked to participate in an organized youth based activity that

meets at a regularly scheduled time each week or month. Parents and participants will ask to

concentrate their choice activities to those that has a team theme, participates in fundraisers that

work with the community in some fashion, cooperate in the group for common goals,

accomplishments of tasks and have other members around the same age, while some

advancement in the society is possible. Examples of such groups would be referred to as scout

troops, YMCA sports teams, church groups or after-school type groups for sports, instruments or

educational meetings.

The third survey for the Youth Organized Activity Participation (See Figure 3) will also

be completed by the parents, again at the beginning of the study and a year later to evaluate the

likelihood of the subject to participate in youth organized activities and if there was any

significant improvement after the implantation of such activities. This survey will also be

computed and compared to assess if there has been an increase in the ability and quality to

participate in the groups as a whole and additional members of the community then when first

completed. Additional versions of this survey may be revised to be more unique to the subjects’

particular organized activity.

Survey four is the group leader of the Youth Organized Activity. (See Figure 4). This will

assist in understanding the groups’ different programs, the size, organization, professionalism of

the organization and how likely this group would have been able to help the child in working on

certain areas of communication skills and with what members of the society they generally work

with. Neighboring communities, in general, may have similar such groups, and if in the future

the subjects have the opportunity they may reach out to such groups in the event they ever

relocate.
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The Autism Spectrum Disorder for parents one-year post-experiment is somewhat

different from the Post Parent’s Communication Survey. This survey (See Figure 5) asks more

general questions about basic communication skills, eye-contact, and the ability to operate in

society overall. Areas are also provided to indicate if additional therapies may have been

implemented, any change in medication or treatments by their physician and an area to indicate

any life-changing scenarios that may be traumatic for the ASD child as a control measure to any

adverse changes throughout the study.

The final survey (See Figure 6) is for the participant after ten years after the initial

experiment has finished. With the idea that this particular course of action would be positive for

the child, we hoped to include a longitudinal aspect to the study to see where the child (or now

adult) would rate him/herself in the same general communication skills, non-verbal

communication skills, as well as inquire additional statistic on their education level, occupation,

marital status, additional diagnoses or major life-changing events in their life. These scores

would again be tallied and compared to the parent's pre and post surveys.

Discussion

Based on the extensive research on individuals with Autism Spectrum Disorder being

involved with their peers in organized social activities, this experiment will likely be found to

have significant results that organized youth activities will improve social skills as evidenced by

increased eye contact, improved and perhaps even initiated communication with others, and

increased behavior through practices required to participate in such activities. Previous research

has shown that it is very beneficial to ASD individuals to be involved with their peers in order to

instruct proper social skills and interactions, and with the implantation of organized youth
AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 12

activities these skills can flourish and become mastered. It is relieving for an ASD individual to

be able to interact with their peers and feel confident with their social skills and interactions. The

benefits during these organized social gatherings for the subjects to realize that communicating

and interactions with others while not feeling socially isolated is a skill well mastered for current

and future relationships, it has also been shown that those who participate in organized activities

with other peers display enhanced social skills during and throughout adulthood. The skills these

individuals learn from the environment of organized social events and gatherings with other

persons help to improve their communication, interaction and assist them to control their

impulses. Studies show that children who take part in these structured gatherings are improving

their social, motor, cognitive and sensory skills.

These improvements help demystify autism and enhance their everyday living and

interacting skills. These social improvement activities and gatherings for those with Autism

Spectrum Disorder have been found to be extremely beneficial in previous research resulting in a

balanced manner, and following this experiment it will benefit all of those involved in a positive

way for today and in the future.

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Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing unique dimensions of youth

organized activity involvement: Theoretical and methodological considerations. Review

of Education Research, 80(4), 576-610.

Brodkin, E. S. (2008). Social behavior phenotypes in fragile X syndrome, autism, and the Fmr1

knockout mouse: Theoretical comment on McNaughton et al. (2008). Behavioral

Neuroscience, 122(2), 483-489.

Lesack, R., Bearss, K., Celano, M., & Sharp, W. G. (2014, March). Parent-child interaction

therapy and autism spectrum disorder: Adaptations with a child with severe

developmental delays. Clinical Practice in Pediatric Psychology, 2(1), 68-82.

McHale, S. M. (1983). Social interactions of autistic and nonhandicapped children during free

play. American Journal of Orthopsychiatry, 53(1), 81-91.

Muller, E., Schuler, A., & Yates, G. B. (2008). Social Challenges and supports from the

perspective of individuals with Asperger syndrome and other autism spectrum

disabilities. The National Autistic Society, 12(2), 173-190.

Murray-Slutsky, C., & Paris, B. A. (2014). Autism Interventions: Exploring the spectrum of

autism. (2nd ed.). Austin, TX: Hammill Institute on Disabilities.

National Institute of Mental Health. (2014, September 10). Autism Spectrum Disorder.

Washington DC. Retrieved from nimh.nih.gov/health/topics/autism-spectrum-disorders-

asd/index.shtml#part7
AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 14

Reszka, S. S., Hume, K. A., Sperry, L., Boyd, B. A., & McBee, M. T. (2014). The classroom

practice inventory: Psychometric evaluation of a rating scale of intervention practices for

children with autism spectrum disorder. Available from: PsycINFO. Research in Autism

Spectrum Disorders, 8(6), 633-643.

Silva, L. M., & Schalock, M. (2012). Autism parenting stress index: Initial psychometric

evidence. Available from: PsycINFO. Journal of Autism and Developmental Disorders,

42(4), 566-574.

Simpson, R. L., & Myles, B. S. (2011). Asperger Syndrome and High-Functioning Autism (3rd

ed.). Austin, TX: PRO-ED, Inc.

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Figure 1: Autism Spectrum Disorder Communication Survey for parents prior and one year after

the experiment.
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Figure 2: Autism Spectrum Disorder Communication Survey for the teacher prior and one year

after the experiment.

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Figure 3: Youth Organized Activity Participation for the parents at the beginning and one year

after the experiment.

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Figure 4: Youth Organized Activity for the group leader of the organization the subject is

participating in.
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Figure 5: Autism Spectrum Disorder Survey for the parents after one year of participation to

determine changes in diagnoses, treatments or major life changes that could also account for

changes in other post surveys.

AUTISM SPECTRUM DISORDER AND ORGANIZED ACTIVITIES 20

Figure 6: Autism Spectrum Disorder for the participant in the experiment ten years later.