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Students' Evaluation of an Autism Peer Education Program: Initial Impressions of the KIT for Kids
Objectives: Investigators documented elementary and middle school students’ initial impressions of the KfK materials using a (a) 5-point rating scale and (b) semi-structured interviews. The overall goal of the research was to conduct an initial evaluation of the materials, particularly students’ reactions to the materials and suggestions for improving peer education efforts on behalf of students with ASD.
Methods: Researchers delivered the KfK program to five classrooms, two 8th grade classrooms and three 5thgrade classrooms. One week later, 15 students, three per classroom, were randomly selected to complete (a) ratings of the materials and (b) semi-structured interviews about their impressions of the materials. Students rated the (a) information presented, (b) booklet, and (c) poster on a 5-point scale [“Excellent” (5) to “Poor” (1)]. Responses to the interviews were audio recorded, transcribed, and coded according to grounded theory.
Results: All selected students consented to take part in the project. Participant ages ranged from 10-15 years (M = 12.2 years; SD = 1.5). Participants rated the information (M = 4.53; SD = 0.64), booklet (M = 4.53; SD = 0.64), and poster (M = 4.53; SD= 0.64) favorably, with average ratings falling between the “Good” to “Excellent” range. Student responses were organized into nine familial codes that reflected students’ impressions of the messages and quality of the materials. Students recalled specific details from the presentation regarding: sensory symptoms associated with ASD, a need to understand students with autism to change their behavior to support them in the classroom, and understand services delivered within the educational environment to support students with ASD.
Conclusions: Peers responded favorably to OAR’s KfK materials. Interviews revealed that students recalled various aspects of the materials, particularly the need to better understand students with ASD to modify their own behavior to support their inclusion. Students recommended supplementing the presentation with guest speakers, video examples, and hands on activities to better understand autism.
See more of: Interventions - Non-pharmacologic - School-Age, Adolescent, Adult