SPAN-ASD: Pilot implementation to promote functional goals of autistic adolescents and young adults.
Remote SPAN-ASD coaching helps autistic teens and young adults set and achieve their own daily-living goals with large, meaningful gains.
01Research in Context
What this study did
Yaar et al. (2024) tested SPAN-ASD, a short remote coaching program.
Autistic teens and young adults picked their own daily-living goals.
A coach met them on Zoom for a few sessions and tracked progress.
What they found
After the program, participants hit their chosen goals with large, clear gains.
They also felt more satisfied with how things were going.
Self-confidence went up a little, but not enough to call it a win.
How this fits with other research
Hume et al. (2009) already said self-monitoring builds independence in autism. SPAN-ASD turns that idea into a live, remote package.
Bassette et al. (2023) taught autistic teens to run their own gym workouts in person. SPAN-ASD shows the same self-management spirit can work through a screen.
Andrews et al. (2024) ran a 2024 pilot that also used phones and Zoom for autistic young adults, but aimed at mood, not daily goals. Both found medium-to-large gains, so the tech delivery looks solid across aims.
Why it matters
You can add SPAN-ASD to your transition toolkit without leaving the office. Four Zoom chats help clients pick, track, and hit real-life targets like cooking or bus riding. Try it Monday: ask your learner to name one goal, set a quick self-monitoring sheet, and review it on the next screen call.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Have your learner pick one daily goal, make a simple self-check sheet, and review progress on your next Zoom call.
02At a glance
03Original abstract
PURPOSE: This concurrent embedded-design study evaluated the initial efficacy of the Social Participation and Navigation (SPAN-ASD) remote intervention for autistic adolescents and young adults (AYA) in achieving personal goals and enhancing self-efficacy. The study also explored participants' experiences through follow-up interviews. METHODS: Twelve autistic AYA (9 male; 12-20 years, M = 16.2, SD = 3.3) completed baseline data using demographic, Daily Routine and Autonomy (DRA), and Child and Adolescent Scale of Participation (CASP) questionnaires, and set two goals. The Canadian Occupational Performance Measure (COPM) and SPAN Self-Efficacy Scale (SPAN-SES) assessed Goal 1 at baseline, preintervention, and postintervention, and Goal 2 at postintervention and follow-up. We applied Friedman's and Wilcoxon's tests to evaluate time differences and calculated effect sizes. Semi-structured interviews explored participants' perceptions, with thematic analysis identifying key themes. RESULTS: Postintervention, Goal 1 performance and satisfaction improved significantly (p <.01) with large effect sizes (respectively, Z = -2.92, r = -.59; Z = -2.86, r = -.58). Goal 2 also showed significant improvement (p <.05) in performance (Z = -2.5, r = -.51) and satisfaction (Z = -2.08, r = -.43). SPAN-SES scores showed no significant differences; medium effect sizes (>.30) suggested increased self-efficacy in setting and planning goals and decreased ability to review plans. Thematic analysis revealed three themes: facilitating personal change, using metacognitive strategies, and perspectives on the SPAN-ASD intervention. CONCLUSION: SPAN-ASD improves functional goal achievement and self-efficacy in goal-setting and planning for autistic AYA. Future research should explore its potential for promoting autonomy.
Research in developmental disabilities, 2024 · doi:10.1016/j.ridd.2024.104864