University of Michigan - Ann Arbor

- time of year (fall semester vs spring semester) had no distinct effects
- every participant showed social isolation in comparison with neurotypical peers during the baseline measure, including low engagement levels
- ultimately each participant improved with interest-based intervention
- findings did not hold for many participants after the study most likely because they did not have educated individuals facilitating and intervening in club activities, or the clubs themselves were discontinued

Improving Socialization for High School Students with ASD by Using Their Preferred Interests: Results

Koegel, R., Kim, S., Koegel, L., & Schwartzman, B. (2013). Improving socialization for high school students with ASD by using their preferred interests. Journal of Autism and Developmental Disorders, 43(9), 2121–2134. https://doi.org/10.1007/s10803-013-1765-3

Improving Socialization for High School Students with ASD by Using Their Preferred Interests

Results: Percent Time Engaged for Cohort 1

- In the baseline measurements, every participant was well below average
- With intervention, every participant improved, and most reached the normal level of initiation frequency for typical peers

Results: Frequency of Initiations

- Both students with ASD and peers reported joining clubs because they wanted to have fun or because they enjoyed the activity within the club
- around half of students with ASD and almost all of peers reported making at least one new friend
- for two clubs the student with ASD was described as the new friend by at least one peer
- the large majority of participants reported the clubs as enjoyable and happy
- reported improvements by students included increasing the frequency of club meetings

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