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The effects of a multi-component higher-functioning autism anti-stigma program on adolescent boys
Jessica J Staniland1, Mitchell K Byrne
1School of Psychology, University of Wollongong, Northfields Avenue, Wollongong, NSW, 2522, Australia.
Journal of Autism and Developmental Disorders
|April 27, 2013
Summary
This study evaluated an autism anti-stigma program for adolescent boys. The program improved knowledge and attitudes towards peers with autism, with effects maintained at follow-up.
Area of Science:
- Psychology
- Education
- Public Health
Background:
- Autism stigma impacts social inclusion.
- Adolescent boys require targeted anti-stigma interventions.
- Inclusive education settings necessitate positive peer interactions.
Purpose of the Study:
- To evaluate a six-session anti-stigma program for adolescent boys.
- To assess the program's impact on knowledge, attitudes, and behavioral intentions towards peers with autism.
- To determine the program's effectiveness in an inclusive mainstream school setting.
Main Methods:
- A six-session program with descriptive, explanatory, and directive information was delivered.
- Participants included 395 seventh-, eighth-, and ninth-grade students.
- Randomized controlled trial comparing intervention to control groups (no-intervention peer and non-peer).
Main Results:
- The program significantly improved participants' knowledge and attitudes towards peers with autism.
- Behavioral intentions were not significantly impacted by the intervention.
- Positive changes in knowledge and attitudes were sustained at follow-up.
- No spill-over effects were observed in non-targeted students.
Conclusions:
- Multi-session anti-stigma programs with combined information show preliminary effectiveness for adolescents in inclusive settings.
- Targeted interventions can improve understanding and reduce stigma among students towards peers with autism.
- Further research is needed to enhance behavioral change and explore broader impacts.
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