7. Nicholas DB, Lau A-M. {{Employment Support for Autistic Adults in the Information Technology Sector: A Case Study of Meticulon Consulting Inc}}. {Autism in Adulthood};2019 (2019/09/01);1(3):194-201.

Abstract Background: Autistic adults are at heightened risk to experience poor employment outcomes. Employment supports are suggested to improve these outcomes, but relatively little is known about the key ingredients of employment support and their respective impact. Methods: We conducted a case study of employment support offered by Meticulon Consulting Inc., a social enterprise that facilitates and supports employment in the information technology (IT) sector for autistic adults. We conducted three sequential interviews (once per month) with four autistic adults working in the IT sector and receiving employment support, as well as one-time interviews with nine employers and three employment support personnel. Results: Participants valued employment support. They appreciated the immediacy and flexibility of support, varied assistance offered to both employees and employers, and organizational learning about needed workplace adjustments. Participants further stated that employment support improved work environments, decreased employee anxiety at work, and improved employee confidence. Challenges to employment included gaps in support during times of employment interruption, waning employee motivation, and mental health service gaps in the community. Recommendations for future advancement entailed (1) continuous support even in periods of unemployment, (2) employment support services across industries and sectors beyond IT, and (3) greater opportunity for autistic people, as they desire, to advance to leadership roles in employment settings. Conclusions: The study identifies benefits of, and guidance for, employment support in the IT sector. We offer recommendations, with potential relevance for autistic employees, employers, and employment support providers. Ensuring employment-related supports, as needed and desired by autistic adults, is a priority for advancing employment outcomes in this population. Lay summary Why was this study done? We did this study to learn about employment support in the information technology (IT) sector since little is known about these supports and they may be important in helping autistic adults obtain and keep jobs. What was the purpose of this study? We sought to explore employment support for autistic individuals working in the IT sector including what employment support was like for autistic adults, individuals employing them, and professionals providing them employment support. What did the researchers do? We asked 16 people with experience receiving or providing employment supports in the IT sector about their thoughts on employment support: 4 autistic adults who received program support, 9 employers, and 3 employment support professionals. What were the results of the study? Both employers and employees found employment support services helpful in obtaining and retaining employment. Participants described positive experiences with employment support, including better access to suitable and satisfying employment, improved work environments, decreased anxiety, and a supportive and trusting relationship with the job coaches. Employers noted the proficiency of the employees in their work duties, and identified the job coaches as sources of knowledge and guidance. Employers described benefits to their organizations including learning and growth in their work environment related to attitudes and knowledge about autism and autistic coworkers. Participants recommended (1) continuous employment support even in times of employment interruption, (2) providing employment support across industries and sectors beyond IT, and (3) fostering opportunities for leadership roles for autistic adults, as they desire. Some challenges identified by participants included gaps in services when individuals were waiting to be employed, employees losing motivation, and gaps in community mental health services. What do these findings add to what was already known? This study helps us better understand employment support in IT jobs. It adds knowledge about the benefits that autistic adults receive from this support. It also describes the importance of extending beyond only individual skill development and moving toward the development of an ?ecosystem? of support with increased community resources, including supporting potential employers and reducing barriers to employment. The study also describes specific tasks of employment support, such as brokering communication between employees and employers. What are potential weaknesses in the study? We did this study in a single region and with a small group of people. It is possible others might have different experiences and perspectives. How will these findings help autistic adults now or in the future? This study highlights the value of employment support for autistic adults in the IT sector. With wider availability of effective employment support, it is hoped that more autistic adults will achieve better and more satisfying employment. Our findings offer information that can potentially contribute to good and satisfying career opportunities for autistic adults.

Background: Autistic adults are at heightened risk to experience poor employment outcomes. Employment supports are suggested to improve these outcomes, but relatively little is known about the key ingredients of employment support and their respective impact. Methods: We conducted a case study of employment support offered by Meticulon Consulting Inc., a social enterprise that facilitates and supports employment in the information technology (IT) sector for autistic adults. We conducted three sequential interviews (once per month) with four autistic adults working in the IT sector and receiving employment support, as well as one-time interviews with nine employers and three employment support personnel. Results: Participants valued employment support. They appreciated the immediacy and flexibility of support, varied assistance offered to both employees and employers, and organizational learning about needed workplace adjustments. Participants further stated that employment support improved work environments, decreased employee anxiety at work, and improved employee confidence. Challenges to employment included gaps in support during times of employment interruption, waning employee motivation, and mental health service gaps in the community. Recommendations for future advancement entailed (1) continuous support even in periods of unemployment, (2) employment support services across industries and sectors beyond IT, and (3) greater opportunity for autistic people, as they desire, to advance to leadership roles in employment settings. Conclusions: The study identifies benefits of, and guidance for, employment support in the IT sector. We offer recommendations, with potential relevance for autistic employees, employers, and employment support providers. Ensuring employment-related supports, as needed and desired by autistic adults, is a priority for advancing employment outcomes in this population. Lay summary Why was this study done? We did this study to learn about employment support in the information technology (IT) sector since little is known about these supports and they may be important in helping autistic adults obtain and keep jobs. What was the purpose of this study? We sought to explore employment support for autistic individuals working in the IT sector including what employment support was like for autistic adults, individuals employing them, and professionals providing them employment support. What did the researchers do? We asked 16 people with experience receiving or providing employment supports in the IT sector about their thoughts on employment support: 4 autistic adults who received program support, 9 employers, and 3 employment support professionals. What were the results of the study? Both employers and employees found employment support services helpful in obtaining and retaining employment. Participants described positive experiences with employment support, including better access to suitable and satisfying employment, improved work environments, decreased anxiety, and a supportive and trusting relationship with the job coaches. Employers noted the proficiency of the employees in their work duties, and identified the job coaches as sources of knowledge and guidance. Employers described benefits to their organizations including learning and growth in their work environment related to attitudes and knowledge about autism and autistic coworkers. Participants recommended (1) continuous employment support even in times of employment interruption, (2) providing employment support across industries and sectors beyond IT, and (3) fostering opportunities for leadership roles for autistic adults, as they desire. Some challenges identified by participants included gaps in services when individuals were waiting to be employed, employees losing motivation, and gaps in community mental health services. What do these findings add to what was already known? This study helps us better understand employment support in IT jobs. It adds knowledge about the benefits that autistic adults receive from this support. It also describes the importance of extending beyond only individual skill development and moving toward the development of an ?ecosystem? of support with increased community resources, including supporting potential employers and reducing barriers to employment. The study also describes specific tasks of employment support, such as brokering communication between employees and employers. What are potential weaknesses in the study? We did this study in a single region and with a small group of people. It is possible others might have different experiences and perspectives. How will these findings help autistic adults now or in the future? This study highlights the value of employment support for autistic adults in the IT sector. With wider availability of effective employment support, it is hoped that more autistic adults will achieve better and more satisfying employment. Our findings offer information that can potentially contribute to good and satisfying career opportunities for autistic adults.

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8. Myers RK, Bonsu JM, Carey ME, Yerys BE, Mollen CJ, Curry AE. {{Teaching Autistic Adolescents and Young Adults to Drive: Perspectives of Specialized Driving Instructors}}. {Autism in Adulthood};2019 (2019/09/01);1(3):202-209.

Abstract Background: Limited transportation access may curtail education, occupational training, social, and community engagement opportunities for autistic adolescents. Nearly one-third of autistic adolescents obtain a driver's license by age 21 years, which may increase mobility and improve autistic adolescents' transition to independent adulthood. This study examined driving instructors' perspectives and experiences of teaching autistic adolescents to drive to facilitate a safe learning-to-drive process. Methods: We conducted interviews with driving instructors with specialized training to teach autistic adolescents to drive. Participants were recruited through purposive and snowball sampling. Semistructured interviews investigated family engagement; instructor observations; instructors' teaching strategies; and recommendations for improving the learning-to-drive process. A directed content analysis approach informed the development of a coding scheme. Coded transcripts were reviewed to identify themes. Results: We interviewed 17 driving instructors who primarily identified as occupational therapists. Key themes included importance of parent engagement; fostering independence; individualization of instructional strategies; and enhancements to the learning-to-drive process. Parent engagement prepared autistic students to undertake on-road instruction and supported skill development. While some families paradoxically limited adolescents' independence (e.g., heavy supervision while cooking, limiting participation in bicycling or lawn mowing) despite wanting them to pursue licensure, instructors believed that demonstrating independence in such life skills was necessary for safely undertaking on-road instruction. Instructors shared how they individualized assessments and tailored lessons over a prolonged period of time to promote safety and skill acquisition. Specific recommendations for enhancing the learning-to-drive process included standardizing instructional approaches and refining clinical assessment tools to determine driver readiness. Conclusions: Our findings highlight the need for parental engagement to support the learning-to-drive process and to foster the independence necessary to undertake highly individualized driving instruction. Efforts to increase families' access to tools to promote driving readiness and establishing best practices for instructors may enhance the efficiency and standardization of the learning-to-drive process. Lay summary Why was this study done? Becoming licensed to drive increases the independence and mobility of adolescents, potentially improving access to educational, occupational training, social, and community engagement opportunities. Driving instructors are a critical resource for families, particularly for autistic adolescents who may receive training from specialized instructors, such as occupational therapists (OTs). However, little is known about the process and experience of teaching autistic adolescents to drive, which limits the ability to provide adolescents and families with guidance to prepare for and support the learning-to-drive process. What was the purpose of this study? The goal of this study was to examine the experiences and perspectives of driving instructors who provide behind-the-wheel training for autistic adolescents and young adults. What did the researchers do? We conducted semistructured interviews with specialized driving instructors who had experience working with autistic youth. Team members transcribed the interviews, coded them, and summarized common themes. What were the results of the study? We interviewed 17 driving instructors who primarily identified as OTs. Key themes included the importance of parents as partners, the need to encourage independence in daily living skills before driving, and the individualized approach used when working with autistic adolescents. Instructors provided suggestions for enhancing the learning-to-drive process and supporting nonspecialized instructors who also provide training to adolescents. Suggestions inclu ed enhancing the use of state-level Vocational Rehabilitation Services to provide financial support for instruction, use of a life skills checklist to identify and promote prerequisite driving skills, parent-supervised practice driving (including commentary driving where adolescents narrate driving instructions to a driver), and individualization of instruction tailored to adolescents' particular needs. What do these findings add to what was already known? These results inform efforts to prepare parents, nonspecialized instructors, and autistic adolescents themselves for undertaking on-road instruction and licensure. Instructors recommended that parents help adolescents develop independence, including skills to use alternative forms of transportation and practice predriving skills, such as navigation. Furthermore, these results highlight the need to establish best practices for instruction and refinement of tools and strategies used by both specialized and general driving instructors. What are potential weaknesses in the study? Our recruitment approach may have led instructors with similar training or opinions to participate, so important aspects of teaching autistic drivers may have not been elicited. We did not interview general driving instructors who may have different perspectives and needs that were not discussed. We were unable to determine how characteristics such as work location, race/ethnicity, or years in practice may have influenced participants' responses. How will these findings help autistic adults now or in the future? Results from this study identify tools, such as a life skills checklist, and practice activities, such as commentary driving, that can be used by families to support autistic adolescents who are learning to drive. This study highlights the need to examine experiences with the learning-to-drive process from autistic adolescents and parents themselves to understand their needs and recommendations for enhancing the process of safely learning to drive.

Background: Limited transportation access may curtail education, occupational training, social, and community engagement opportunities for autistic adolescents. Nearly one-third of autistic adolescents obtain a driver's license by age 21 years, which may increase mobility and improve autistic adolescents' transition to independent adulthood. This study examined driving instructors' perspectives and experiences of teaching autistic adolescents to drive to facilitate a safe learning-to-drive process. Methods: We conducted interviews with driving instructors with specialized training to teach autistic adolescents to drive. Participants were recruited through purposive and snowball sampling. Semistructured interviews investigated family engagement; instructor observations; instructors' teaching strategies; and recommendations for improving the learning-to-drive process. A directed content analysis approach informed the development of a coding scheme. Coded transcripts were reviewed to identify themes. Results: We interviewed 17 driving instructors who primarily identified as occupational therapists. Key themes included importance of parent engagement; fostering independence; individualization of instructional strategies; and enhancements to the learning-to-drive process. Parent engagement prepared autistic students to undertake on-road instruction and supported skill development. While some families paradoxically limited adolescents' independence (e.g., heavy supervision while cooking, limiting participation in bicycling or lawn mowing) despite wanting them to pursue licensure, instructors believed that demonstrating independence in such life skills was necessary for safely undertaking on-road instruction. Instructors shared how they individualized assessments and tailored lessons over a prolonged period of time to promote safety and skill acquisition. Specific recommendations for enhancing the learning-to-drive process included standardizing instructional approaches and refining clinical assessment tools to determine driver readiness. Conclusions: Our findings highlight the need for parental engagement to support the learning-to-drive process and to foster the independence necessary to undertake highly individualized driving instruction. Efforts to increase families' access to tools to promote driving readiness and establishing best practices for instructors may enhance the efficiency and standardization of the learning-to-drive process. Lay summary Why was this study done? Becoming licensed to drive increases the independence and mobility of adolescents, potentially improving access to educational, occupational training, social, and community engagement opportunities. Driving instructors are a critical resource for families, particularly for autistic adolescents who may receive training from specialized instructors, such as occupational therapists (OTs). However, little is known about the process and experience of teaching autistic adolescents to drive, which limits the ability to provide adolescents and families with guidance to prepare for and support the learning-to-drive process. What was the purpose of this study? The goal of this study was to examine the experiences and perspectives of driving instructors who provide behind-the-wheel training for autistic adolescents and young adults. What did the researchers do? We conducted semistructured interviews with specialized driving instructors who had experience working with autistic youth. Team members transcribed the interviews, coded them, and summarized common themes. What were the results of the study? We interviewed 17 driving instructors who primarily identified as OTs. Key themes included the importance of parents as partners, the need to encourage independence in daily living skills before driving, and the individualized approach used when working with autistic adolescents. Instructors provided suggestions for enhancing the learning-to-drive process and supporting nonspecialized instructors who also provide training to adolescents. Suggestions inclu ed enhancing the use of state-level Vocational Rehabilitation Services to provide financial support for instruction, use of a life skills checklist to identify and promote prerequisite driving skills, parent-supervised practice driving (including commentary driving where adolescents narrate driving instructions to a driver), and individualization of instruction tailored to adolescents' particular needs. What do these findings add to what was already known? These results inform efforts to prepare parents, nonspecialized instructors, and autistic adolescents themselves for undertaking on-road instruction and licensure. Instructors recommended that parents help adolescents develop independence, including skills to use alternative forms of transportation and practice predriving skills, such as navigation. Furthermore, these results highlight the need to establish best practices for instruction and refinement of tools and strategies used by both specialized and general driving instructors. What are potential weaknesses in the study? Our recruitment approach may have led instructors with similar training or opinions to participate, so important aspects of teaching autistic drivers may have not been elicited. We did not interview general driving instructors who may have different perspectives and needs that were not discussed. We were unable to determine how characteristics such as work location, race/ethnicity, or years in practice may have influenced participants' responses. How will these findings help autistic adults now or in the future? Results from this study identify tools, such as a life skills checklist, and practice activities, such as commentary driving, that can be used by families to support autistic adolescents who are learning to drive. This study highlights the need to examine experiences with the learning-to-drive process from autistic adolescents and parents themselves to understand their needs and recommendations for enhancing the process of safely learning to drive.

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9. Benevides TW, Carretta HJ, Graves KY. {{Case Identification and Characterization of Autistic Young Adults in 2010 Medicare Fee-for-Service Claims}}. {Autism in Adulthood};2019 (2019/09/01);1(3):210-218.

Abstract Background: Medicare is a public insurer for whom many autistic adults are eligible in the United States, but little is known about autistic beneficiaries who are covered. A challenge in using claim data is identification of autism spectrum disorder (ASD) cases to ensure accurate characterization. Some work suggests that relying on one claim could identify probable ASD, although other works indicate that two claims are necessary for case identification. The purpose of the current study was to describe the sample of Medicare young adult beneficiaries, and determine whether using a 1+ versus 2+ claim case identification resulted in similar interpretation of sample demographic characteristics and primary care utilization patterns in Medicare professional service claims. Methods: We used Medicare Limited Data Sets (2008?2010) claims. After ASD case identification using ICD-9-CM (299.xx), 527 unique beneficiaries in the last claim year of 2010 professional service file were identified as having at least one claim of ASD. Of these, 69% (n?=?364) had two or more claims. Proportions and zero-inflated negative binomial regression were used to examine differences in demographic characteristics and primary care utilization and costs for the 1+ and 2+ samples. Results: Medicare claims contain a sample of autistic adults with expected demographics identified in historic prevalence cohorts. No differences in age, gender, race/ethnicity, Hispanic status, or dual-eligibility months or Adjusted Clinical Groups (ACG)? concurrent risk scores were identified between the 1+ and 2+ samples. No difference was found in the overall estimation of primary care use or costs between the 1+ and 2+ samples based on Zellner's seemingly unrelated regression methods. Conclusions: This study is the first to describe a national sample of Medicare-insured autistic adults. We found that using a 1+ case identification results in a sample that is demographically similar to a 2+ claim sample, and produces similar estimates of utilization as a 2+ claim sample.

Background: Medicare is a public insurer for whom many autistic adults are eligible in the United States, but little is known about autistic beneficiaries who are covered. A challenge in using claim data is identification of autism spectrum disorder (ASD) cases to ensure accurate characterization. Some work suggests that relying on one claim could identify probable ASD, although other works indicate that two claims are necessary for case identification. The purpose of the current study was to describe the sample of Medicare young adult beneficiaries, and determine whether using a 1+ versus 2+ claim case identification resulted in similar interpretation of sample demographic characteristics and primary care utilization patterns in Medicare professional service claims. Methods: We used Medicare Limited Data Sets (2008?2010) claims. After ASD case identification using ICD-9-CM (299.xx), 527 unique beneficiaries in the last claim year of 2010 professional service file were identified as having at least one claim of ASD. Of these, 69% (n?=?364) had two or more claims. Proportions and zero-inflated negative binomial regression were used to examine differences in demographic characteristics and primary care utilization and costs for the 1+ and 2+ samples. Results: Medicare claims contain a sample of autistic adults with expected demographics identified in historic prevalence cohorts. No differences in age, gender, race/ethnicity, Hispanic status, or dual-eligibility months or Adjusted Clinical Groups (ACG)? concurrent risk scores were identified between the 1+ and 2+ samples. No difference was found in the overall estimation of primary care use or costs between the 1+ and 2+ samples based on Zellner's seemingly unrelated regression methods. Conclusions: This study is the first to describe a national sample of Medicare-insured autistic adults. We found that using a 1+ case identification results in a sample that is demographically similar to a 2+ claim sample, and produces similar estimates of utilization as a 2+ claim sample.

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10. Scheef AR, McKnight-Lizotte M, Gwartney L. {{Supports and Resources Valued by Autistic Students Enrolled in Postsecondary Education}}. {Autism in Adulthood};2019 (2019/09/01);1(3):219-226.

Abstract Background: Autistic students may seek out additional supports to successfully complete their postsecondary education. While all institutions of higher education in the United States offer disability-related supports, some schools provide targeted services specifically designed to meet the needs of autistic students. Methods: This study used qualitative and quantitative methods to identify supports most valued by autistic students seeking a postsecondary degree. We interviewed 12 postsecondary students enrolled in a postsecondary education support program at a single university. We also reviewed student visitation records from the program to identify the nature of supports provided to students during an entire academic year. Results: Three primary themes emerged from the data. Students valued Individualized Services, which may include guidance, one-on-one meetings, and advocacy from program staff. A second theme, A Place to Call Home, recognizes the value of a dedicated space where students can complete work, engage socially, and surround themselves with other people who understand autism. In addition, the theme Supports Outside of the Program highlights the importance of services autistic students receive beyond those provided by the autism-specific program. Conclusions: Students enrolled in postsecondary education value supports offered by a program designed for autistic students and supports offered through disability services. Professionals interested in developing programs to support these academic endeavors should focus on the delivery of supports tailored to the unique needs of individual students. In addition, offering a physical location that offers an autism-friendly environment is an important feature of a support program for autistic students.

Background: Autistic students may seek out additional supports to successfully complete their postsecondary education. While all institutions of higher education in the United States offer disability-related supports, some schools provide targeted services specifically designed to meet the needs of autistic students. Methods: This study used qualitative and quantitative methods to identify supports most valued by autistic students seeking a postsecondary degree. We interviewed 12 postsecondary students enrolled in a postsecondary education support program at a single university. We also reviewed student visitation records from the program to identify the nature of supports provided to students during an entire academic year. Results: Three primary themes emerged from the data. Students valued Individualized Services, which may include guidance, one-on-one meetings, and advocacy from program staff. A second theme, A Place to Call Home, recognizes the value of a dedicated space where students can complete work, engage socially, and surround themselves with other people who understand autism. In addition, the theme Supports Outside of the Program highlights the importance of services autistic students receive beyond those provided by the autism-specific program. Conclusions: Students enrolled in postsecondary education value supports offered by a program designed for autistic students and supports offered through disability services. Professionals interested in developing programs to support these academic endeavors should focus on the delivery of supports tailored to the unique needs of individual students. In addition, offering a physical location that offers an autism-friendly environment is an important feature of a support program for autistic students.

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11. Hassenfeldt TA, Factor RS, Strege MV, Scarpa A. {{How Do Graduate Teaching Assistants Perceive and Understand Their Autistic College Students?}}. {Autism in Adulthood};2019 (2019/09/01);1(3):227-231.

Abstract Background: As autistic college students increase in number, it is important to identify how to best support them. Beyond the increased academic demands of higher education, many autistic young adults struggle with social interactions, time management, emotion regulation, and routine changes. Having an accurate understanding of Graduate Teaching Assistants' (GTAs') knowledge of neurodiverse learners could inform improvements to GTA training programs. Methods: We explored GTAs' understanding of autism spectrum disorder (ASD) and any related pedagogical training. We used the Autism Awareness Survey by Tipton and Belcher and several supplemental questions to assess 92 GTAs' knowledge of ASD (65% female [n?=?59], mean age?=?27 years [standard deviation, SD?=?4 years], 69% Caucasian [n?=?62]). Results: Most GTAs (n?=?76; 83%) had heard of ASD, primarily from a family member (n?=?51; 66%). Out of 14 questions, 61% (n?=?56) of GTAs answered at least 10 accurately. Eight questions were answered correctly by more than 75% of respondents, indicating some understanding of ASD, although room for improvement remained. GTAs with an autistic family member were not more knowledgeable about ASD, nor did they report feeling better-equipped to support autistic students. The majority of GTAs (n?=?89; 97%) had not received any ASD-specific pedagogical training and only 15% of GTAs felt well-equipped to teach autistic students. Conclusions: While most GTAs answered basic knowledge questions about ASD correctly, they did not feel prepared to support autistic students. Increased understanding of neurodiverse learners could help GTAs foster a more supporting and inclusive environment and improve academic and social outcomes for autistic students. Further research is needed on what specific supports autistic learners need in the college classroom, how to train GTAs on how to provide these supports, and how to measure the effectiveness of such interventions.

Background: As autistic college students increase in number, it is important to identify how to best support them. Beyond the increased academic demands of higher education, many autistic young adults struggle with social interactions, time management, emotion regulation, and routine changes. Having an accurate understanding of Graduate Teaching Assistants' (GTAs') knowledge of neurodiverse learners could inform improvements to GTA training programs. Methods: We explored GTAs' understanding of autism spectrum disorder (ASD) and any related pedagogical training. We used the Autism Awareness Survey by Tipton and Belcher and several supplemental questions to assess 92 GTAs' knowledge of ASD (65% female [n?=?59], mean age?=?27 years [standard deviation, SD?=?4 years], 69% Caucasian [n?=?62]). Results: Most GTAs (n?=?76; 83%) had heard of ASD, primarily from a family member (n?=?51; 66%). Out of 14 questions, 61% (n?=?56) of GTAs answered at least 10 accurately. Eight questions were answered correctly by more than 75% of respondents, indicating some understanding of ASD, although room for improvement remained. GTAs with an autistic family member were not more knowledgeable about ASD, nor did they report feeling better-equipped to support autistic students. The majority of GTAs (n?=?89; 97%) had not received any ASD-specific pedagogical training and only 15% of GTAs felt well-equipped to teach autistic students. Conclusions: While most GTAs answered basic knowledge questions about ASD correctly, they did not feel prepared to support autistic students. Increased understanding of neurodiverse learners could help GTAs foster a more supporting and inclusive environment and improve academic and social outcomes for autistic students. Further research is needed on what specific supports autistic learners need in the college classroom, how to train GTAs on how to provide these supports, and how to measure the effectiveness of such interventions.

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12. Todd T, Miodrag N, Colgate Bougher S, Zambom AZ. {{A Peer Mentored Physical Activity Intervention: An Emerging Practice for Autistic College Students}}. {Autism in Adulthood};2019 (2019/09/01);1(3):232-237.

Abstract Many autistic individuals are less fit and have more health problems than their nonautistic peers. These findings suggest a need to develop effective physical activity interventions. Motor skill deficits, lack of motivation, and limited opportunities for physical activity may restrict exercise participation. Peer mentors can help autistic college students increase their physical activity level and fitness. We developed a 10-week peer mentored physical activity program that affords autistic college students the opportunity to act in a self-determined manner in which students are encouraged to engage in preferred activities and self-directed instruction (autonomy), gain skills through access to expert instruction (competence), and engage socially with peers (relatedness). The ability to act with self-determination may increase students' motivation to participate in physical activity. From our pilot study, we learned that autistic college students could improve their cardiorespiratory fitness, flexibility, and upper body muscular endurance as a result of participating in Into Fitness Together. We also learned of three shared themes: students felt that they gained motor competence, improved their health, and felt a sense of belonging. The autistic students spent time with both autistic and nonautistic peers, which fostered this belongingness. Access to movement experts and peer mentors in an individualized program that affords choice in physical activity is a step in the right direction to eliminate the health disparities of autistic young adults.

Many autistic individuals are less fit and have more health problems than their nonautistic peers. These findings suggest a need to develop effective physical activity interventions. Motor skill deficits, lack of motivation, and limited opportunities for physical activity may restrict exercise participation. Peer mentors can help autistic college students increase their physical activity level and fitness. We developed a 10-week peer mentored physical activity program that affords autistic college students the opportunity to act in a self-determined manner in which students are encouraged to engage in preferred activities and self-directed instruction (autonomy), gain skills through access to expert instruction (competence), and engage socially with peers (relatedness). The ability to act with self-determination may increase students' motivation to participate in physical activity. From our pilot study, we learned that autistic college students could improve their cardiorespiratory fitness, flexibility, and upper body muscular endurance as a result of participating in Into Fitness Together. We also learned of three shared themes: students felt that they gained motor competence, improved their health, and felt a sense of belonging. The autistic students spent time with both autistic and nonautistic peers, which fostered this belongingness. Access to movement experts and peer mentors in an individualized program that affords choice in physical activity is a step in the right direction to eliminate the health disparities of autistic young adults.