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'It's Really Who They Are and What They Want': Staff Perspectives on Supporting Autonomy for Autistic Adults With
Jackie Ryan1, Heather M Brown2, Anne Borden3
1Faculty of Rehabilitation Medicine, University of Alberta, Edmonton, Canada.
Summary
Supporting autonomy for Autistic adults with intellectual disabilities requires strong relationships and safe environments. Professionals identified key skills like self-advocacy to enhance self-determination.
Area of Science:
- Neurodevelopmental Disorders
- Disability Studies
- Psychology
Background:
- Autonomy is vital for self-determination but often restricted for Autistic individuals, particularly those with intellectual disabilities.
- Limited autonomy impacts the self-determination of Autistic adults with co-occurring intellectual disabilities.
Purpose of the Study:
- To explore how professionals support the autonomy of Autistic individuals with intellectual disabilities.
- To identify factors and skills that enhance autonomy in this population.
Main Methods:
- Qualitative study utilizing a community-based participatory approach.
- Interviews conducted with nine staff members from a post-secondary transition program.
- Data analyzed using reflexive thematic analysis.
Main Results:
- Strong, supportive relationships between staff and Autistic adults with intellectual disabilities are critical for fostering autonomy.
- A safe and supportive program environment is essential for promoting autonomy.
- Key skill areas identified for enhancing autonomy include self-advocacy, interoceptive awareness, collaboration, and choice-making.
Conclusions:
- Findings provide essential information for improving support for autonomy in Autistic adults with intellectual disabilities.
- Recommendations are offered for program changes and staff development to promote self-determination.
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