SOAD9206 Social Work Research Methods Report 2 Sample

SOAD9206 Social Work Research Methods Report 2

Introduction

This Assessment scaffolds upon Assessment 1 and involves writing a research report. The research report should demonstrate your ability to utilize research evidence to inform practice decisions. Unlike a typical academic research proposal, this research report has a strong emphasis on practice, enabling the author (student) to exhibit the skills of an evidence-based practitioner. You should demonstrate the ability to employ robust research evidence to inform social work practice and interventions.

Your Task

You are tasked with writing a comprehensive research report detailing your proposed intervention. Detailed instructions and expectations are outlined in the Topic Information Booklet provided. Additionally, I have included the assessment rubric below for your reference. It is important to note that while all sections are significant, the introduction, literature review, and proposed intervention carry higher weighting in terms of marks. When assessing your report, we will critically evaluate the feasibility, justification, novelty, and relevance of the proposed intervention within the context of social work practice. Please ensure careful attention is given to your proposed intervention. Your research report should not exceed 2,500 words (excluding references) and should be structured as follows:

Introduction

Literature review

Practice context

Intervention plan

Evaluation

Conclusion

Solution

Introduction

The consideration of the improvement of social skills and participation in the community by youth with autism spectrum disorder (ASD) through group-based activities in Beyond Choices is relevant in tackling a significant resource-based gap in social intervention practices. Oftentimes, young people diagnosed with ASD struggle with social communication and the overall community, making it hard for them to create relationships and integrate into society. This particular report for management assignment help covers the design and evaluation of group-based approaches for enhancing social engagement and inclusion for these individuals. In light of the increasing incidence of ASD and the social deficits that accompany it, there is a need to develop appropriate strategies that will enhance the social well-being of the affected individuals. It is critical to quickly commence the development and testing of addressing social skill deficits and enabling youth with autistic spectrum disorder the opportunity to be part of the community. The next parts of the submission will highlight the issues at hand, an extensive literature search, the context of practice, the intervention process, and evaluation techniques will be presented.

Literature Review

The Ongoing Debate on Group-Based Activities for Youth with ASD

Group-based activities have been identified as an important and vital intervention strategy to foster social skills among youth with autism spectrum disorder (ASD). Even though there seems to be general agreement that social skills training is an important intervention, the efficacy of group interventions remains the subject of ongoing debate. Critics assert that these interventions may not critically target the singular considerations of ASD, considering that group dynamics do not take into account the specific needs of individuals with ASD (Giummarra, Randjelovic & O’Brien, 2022). Proponents, however, paint a rosy picture of such activities as naturalistic contexts for social interaction in which participants can practice and generalise their use of social skills in a supportive environment. The duality emphasises the need for further evaluation of the success of group-based interventions in youth with ASD and the need for additional understanding of the impact of group-based interventions on youth who have ASD.

Figure 1: Inclusive and supportive practices for individuals with ASD
(Source: Orr et al., 2021)

Current Interventions and Their Effectiveness

A great deal of documented research has been carried out on different interventions that have sought to enhance social skills in young people with ASD, from structured programs to less structured group activities. Consequently, social skills training (SST) and peer-mediated interventions have gained some validity. SST, however, has role-playing and direct instruction rather than peer-mediated interventions that use social interactions of typically developing peers and participants with ASD (Orr et al., 2021). Studies have shown that both methods can result in improved social competencies, but the effectiveness of interventions on the one hand and individual differences on the other and contextual factors are highly variable. In addition, the quality of group dynamics is essential to these interventions. The atmosphere that can be created by the group can be a positive one, characterised by mutual respect and understanding, and can inspire lots of participation and engagement (Vinen, Clark & Dissanayake, 2023). On the other hand, negative group dynamics can actually heighten feelings of isolation and anxiety in this particular group that was being sought after and attempt to eliminate the envisioned benefits of the intervention. Achieving this is even more important for group-based activity as it’s also about ensuring an inclusive and supportive environment.

Figure 2: Aspects of diagnosing ASD
(Source: Self-created)

Critique of Current Interventions

Even though the existing interventions are effective to an extent, there several critiques have emerged on how they are practised and their results. One such notable limitation is the standardisation in the bulk of the programs where only standard programs are provided. This might overlook the complexities and strengths of youth with ASD and, in the end, interfere with how effective the intervention will be (McDonald et al., 2022). In addition, a lot of the current programs do not enhance the input of the families in the first place. Families are critical for the practice of social skills in the field. Research after research demonstrates the developmental importance of the family during the formative years of a young child with autism and that, in the absence of parental cooperation, what has been taught might not stick (Steinbrenner, Odom, Hall & Kraemer, 2024). Additionally, restricted attention on structured tasks may lead to a lack of spontaneous social interaction. Children with ADHD tend to do well when there is an opportunity to play without structure (O’Rourke, Linden & Bedell, 2020). Therefore, this calls into question the effectiveness of rigidly structured programs and implicates the need for less structured programs that promote a combination of required activities and self-expression.

The Need for a Coherent Approach

To harmonise the various intervention outcomes, there is a need for a coherent strategy that combines evidence-based practices from numerous intervention approaches in multinational settings. This can be done by combining elements of SST, using peers, and incorporating family, with the understanding that everyone is different. Not only does it promote the development of social skills, but it also promotes a sense of connection and community among the youth with Autism disorder spectrum (Fridell, Coco, Borg & Bölte, 2023). A blend of structured learning and loosely scripted conversations may enable the generalisation of intervention skills into daily practice and enhance the chances of successful social integration. The studies reviewed further show a prevalent problem of how the generic model of group interventions can be modified to address the specific requirements of youth with autism disorders (Walsh, Linehan & Ryan, 2024). The stimulant indicating the varying rate of success recorded by most existing/current interventions is the need to design more advanced/sophisticated interventions that are more individualised and flexible to suit an individual’s profile. This also points out the need for interventions that consider the views of children with autism spectrum disorder, their families and the professionals working with them.

Evidence-Based Practices and Innovations

Evidence-based practices represent good practices that, if integrated into group-based interventions, have the potential to improve their effectiveness. One practice of this sort involves leveraging technology by employing social skills apps or virtual reality environments to facilitate learning in a relaxed and interesting manner (Leifler et al., 2022). Such applications allow youth to rehearse certain skills under artificial conditions before trying them out ‘in the real world.’ Additionally, these innovations not only serve as extra tools for practitioners but also appeal to youth interests, which in turn increases their likelihood of participating in social skills training. In addition, a clearer understanding even of issues relating to the Social Model of Disability can help in explaining the barriers that young people with ASD encounter without focusing on their personal deficits (Thompson, Raine, Hayward & Kilpatrick, 2020). This viewpoint helps in formulating programs that not only fix individuals’ personal ‘skill gaps’ but also look at the broad picture, including the social context and environmental complicating factors that may act as barriers to participation.

The Importance of Community Engagement

There is a strong link between social abilities and community or active citizenship participation. Youth with ASD who are able to develop better social skills also stand a good chance of being able to have higher degrees of community involvement, which in turn translates to more peers’ social activities and recreational and educational participation. Evidence shows that engagement in community-based programs can greatly improve the well-being of persons with Autism and help them become more autonomous and self-representative (Bergmann, Birkner, Sappok & Schmidt, 2021). This highlights the need for such interventions to incorporate a participatory approach in addition to the skills training component. Additionally, the involvement of community-based organisations in the delivery of such programs is critical. Interagency, school and family collaboration can provide a favourable context for group-based interventions. For people with autism, involvement in sports can be one of the effective ways of enhancing development and social inclusion. Physical activities are vital not just to health and wellness but also to provide a context within which social cues and interactions can be learned and practised (McConkey, Cassin & McNaughton, 2020). Most autistic individuals also show a tendency to adhere to routines, and the repetitive characteristics of some sports will always be constructive in this sense, yet the individual will have to adjust to new scenarios as well. Joint ventures allow organisations to share resources and knowledge just to make sure that the programmes initiated are holistic and effective.

The literature presents evidence of a fractured picture of group-based programmes aimed at enhancing the social skills and involvement of young people with ASD in society. These interventions are not without hope, as their success is dependent on adaptation, the group structure, and the incorporation of the family and the community (Yingling, Hock, Feinberg & Holbert, 2020). Evaluating the existing systems and practices identifies the gap for research that explores the more integrating and technology-focused approaches, while practice combined with research is also important to create practice-based models (Afsharnejad et al., 2020). Dysfunction in social competencies and community participation of people with ASD cannot be improved among them through individual methods and is considered a goal of the development of a welcoming and inclusive community.
Practice Context

A community-centred organisation aimed to support individuals diagnosed with autism spectrum disorder (ASD) and their families (Park, Moulton & Laugeson, 2023). The agency provides a range of services, including social skills training, family support and community involvement, in order to encourage and raise the quality of life for youths with ASD while accomplishing its mission. The agency’s holistic approach includes careful collaboration with families, schools, and community stakeholders to develop an inclusive environment in which youth with ASD can socially and emotionally thrive.

The agency’s approach has focused on group-based interventions within which individuals engage in pre-planned activities in order to achieve specific social skills. Typical problems experienced in all these interventions include developmental variations in social competence in relation to age and the group, the patients attending the group, and the individual needs of a particular person (Cheung, Brown, Yu & Siu 2021). Therefore, some families may not take ownership of the skills gained in the sessions; thus, even skill application reinforcement becomes difficult.

Connection to Report Focus

Within the report, the primary focus is directed toward evaluating the group treatment interventions utilised by Beyond Choices regarding the enhancement of social skills and community involvement of youth with ASD (King, McDougall, Kingsnorth & Pinto, 2022). By highlighting the typical difficulties encountered during interventions and possible avenues for amelioration, the report intends to offer practical recommendations that would improve ease in service delivery and work more towards meeting the needs of the target group.

Intervention Plan

Detailed Intervention Plan

The intervention plan at Beyond Choices has been conceptualized to enable the youth to develop social skills through structured group interactions and other activities, drawing from evidence-based practices and employing a strengths-based perspective. The program provides weekly meetings every Friday covering specific social skills that include communication, collaboration, and conflict resolution over a timeline of several weeks.

Goals and Objectives

The primary goal of the intervention is to improve social competencies among youth with ASD, facilitating better peer interactions and community engagement. Specific objectives include:

1. Increasing participants’ ability to initiate and sustain conversations by 30% within six months (Lee et al., 2024).

2. Enhancing teamwork skills, measured through peer feedback, by 40% within six months.

3. Improving participants’ confidence in social situations, assessed through self-reported surveys, by 50% within the same timeframe.

Delivery Structure

The format of delivery involves qualified facilitators trained in social skills interventions, which meet weekly in a group. Small groups of 6-8 are held in sessions, where the atmosphere encourages skill development from a supportive standpoint. Each session combines a variety of direct instruction, role playing exercises, as well as group discussions.

Intervention Model

Social Skill Training (SST) and Peer Mediated Interventions are used in tandem by Beyond Choices. In contrast, peer-mediated approaches emphasise the interaction between take partants (naturalistic learning), while SST focuses on explicit instruction of social behaviour. Furthermore, this model not only accounts for skill acquisition but also favours the establishment of social relations between peers.

Qualified Personnel

The intervention is delivered by qualified personnel such as licensed social workers, psychologists, and trained facilitators. Staff members participate in ongoing training to stay up to date on what’s new and best in ASD interventions. Their expertise ensures a high-quality, evidence-based approach to social skills development.

Relevance to Social Work

As it is very relevant to social work practice, it focuses on empowerment, inclusion and community engagement. The intervention also abides by the social work principles for enhancing individual well-being and social justice by equipping youth with ASD with essential social skills.

Recommendations for Future Directions

Future directions of the intervention include further involving families with workshops for educating parents on how social skills are encouraged at home. Furthermore, the integration of social skills app technology also offers participants additional tools to practice skills in the group setting (Jones et al., 2023). There is further research to be done investigating the longer-term impact of these interventions on community engagement.

Evidence-Based Practice Discussion

The design of the intervention is based on evidence-based practices. Research shows that group-based social skills training can increase social competencies in youth with ASD (O'Keeffe & McNally, 2023). Beyond Choices keeps its interventions science-based by abiding by established frameworks that are evidence-based, increasing the certainty of its success with its participants.

Evaluation

Outcome Indicators

Several outcome indicators will be used to test the effectiveness of the intervention, including changes in social skills competencies, increased community-level participation, and reduced self-reported social anxiety. The data that these indicators produce allows us to measure progress before and over time.

Figure 4: Different ways to develop social skills of ASD children
(Source: Self-created)

Evaluation Type

The approach will utilise a mixed methods evaluation where quantitative data will come from standardised assessments and qualitative data from participant and family feedback (Corbett et al., 2023). Keeping this in mind, this comprehensive evaluation strategy encompasses a nuance in understanding what the effective impact of this intervention is and what is to be improved upon.

Timing of Evaluation

Evaluations will be conducted at three key points: After the onset of the intervention (MacCormack & Kilmer, 2023) at the outset of the intervention, after six months of implementation, and on completion of the program. This provides a baseline to which data can be collected, monitoring points to assess progress in the middle, and then a final evaluation to determine the overall effectiveness.

Research Design

This study will employ a quasi-experimental research design whereby pre and post-intervention measures of social skills and community engagement (Tawankanjanachot et al., 2024) are utilized to measure changes in these two skills. Control groups will be included to strengthen the validity of the findings and to ensure that observed changes can be attributed to the intervention.

Conclusion

The evaluation of group-based interventions at Beyond Choices serves to demonstrate the important function of group programs in supporting social skills and community participation among youth with ASD. Imperative to agency efforts is the need to offer specialised assistance that adheres to current ideas of evidence-based practices and collaborates with qualified professionals. While conditions were difficult, with historical variations in social competence and the requirement for family involvement, the intervention holds great potential for positive outcomes, and a selection of future directions, including increased family engagement and deploying technology, offers additional routes to improve the efficacy of the intervention. Beyond Choices is not just a school but an opportunity to create a social and emotionally inclusive space where individuals with ASD can thrive socially and emotionally through the holistic approach of valuing the voices of those concerned. Finally, the findings highlight the importance of ongoing research and evaluation in the field of ASD interventions and point to ways that ASD intervention programs can remain responsive to the changing needs of youth and their communities.

References

Afsharnejad, B., Falkmer, M., Black, M. H., Alach, T., Lenhard, F., Fridell, A., ... & Girdler, S. (2020). Cross-cultural adaptation to Australia of the KONTAKT© social skills group training program for youth with autism spectrum disorder: A feasibility study. Journal of autism and developmental disorders, 50, 4297-4316. https://doi.org/10.1007/s10803-020-04477-5

Bergmann, T., Birkner, J., Sappok, T., & Schmidt, M. (2021). The Autism-Competency-Group (AutCom). A promising approach to promote social skills in adults with autism spectrum disorder and intellectual disability. International journal of developmental disabilities, 67(5), 349-365. 10.1080/20473869.2021.1967697

Cheung, P. P., Brown, T., Yu, M. L., & Siu, A. M. (2021). The effectiveness of a school-based social cognitive intervention on the social participation of Chinese children with autism. Journal of Autism and Developmental Disorders, 51(6), 1894-1908. https://doi.org/10.1007/s10803-020-04683-1

Corbett, B. A., White, S., Lerner, M., Preacher, K. J., Klemencic, M. E., Simmons, G. L., ... & Key, A. P. (2023). Peers, play, and performance to build social salience in autistic youth: A multisite randomized clinical trial. Journal of consulting and clinical psychology, 91(7), 411. https://doi.org/10.1044/2021_PERSP-20-00223

Fridell, A., Coco, C., Borg, A., & Bölte, S. (2023). School-based social skills group training (SKOLKONTAKT™): a pilot randomized controlled trial. Frontiers in Psychology, 14, 1128288. https://doi.org/10.3389/fpsyg.2023.1128288

Giummarra, M. J., Randjelovic, I., & O’Brien, L. (2022). Interventions for social and community participation for adults with intellectual disability, psychosocial disability or on the autism spectrum: An umbrella systematic review. Frontiers in rehabilitation sciences, 3, 935473. doi: 10.3389/fresc.2022.935473

Jones, M., Falkmer, M., Milbourn, B., Tan, T., Bölte, S., & Girdler, S. (2023). The core elements of strength-based technology programs for youth on the autism spectrum: A systematic review of qualitative evidence. Review Journal of Autism and Developmental Disorders, 10(3), 441-457. https://doi.org/10.1007/s40489-022-00302-0

King, G., McDougall, C., Kingsnorth, S., & Pinto, M. (2022). Program factors influencing parents’ engagement in a friendship-making intervention for youth with disabilities. Disability and Rehabilitation, 44(9), 1620-1630. https://doi.org/10.1080/13803395.2018.1444737 )

Lee, V., Vashi, N., Roudbarani, F., Modica, P. T., Pouyandeh, A., Sellitto, T., ... & Weiss, J. A. (2024). Utility of a virtual small group cognitive behaviour program for autistic children during the pandemic: evidence from a community-based implementation study. BMC Health Services Research, 24(1), 685. https://doi.org/10.1186/s12913-024-11033-9

Leifler, E., Coco, C., Fridell, A., Borg, A., & Bölte, S. (2022). Social skills group training for students with neurodevelopmental disabilities in senior high school—A qualitative multi-perspective study of social validity. International journal of environmental research and public health, 19(3), 1487. https://doi.org/10.3390/ijerph19031487

MacCormack, J. W., & Kilmer, E. D. (2023). Review of the roles of materials, permissiveness, and structure in play-based social interventions for autistic youth. International Journal of Play, 12(1), 53-66. https://doi.org/10.1080/21594937.2022.2152534

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O’Keeffe, C., & McNally, S. (2023). A systematic review of play-based interventions targeting the social communication skills of children with autism spectrum disorder in educational contexts. Review Journal of Autism and Developmental Disorders, 10(1), 51-81. https://doi.org/10.1007/s40489-021-00286-3

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Park, M. N., Moulton, E. E., & Laugeson, E. A. (2023). Parent-assisted social skills training for children with autism spectrum disorder: PEERS for preschoolers. Focus on Autism and Other Developmental Disabilities, 38(2), 80-89. DOI: 10.1177/10883576221110158

Steinbrenner, J. R., Odom, S. L., Hall, L. J., & Kraemer, B. (2024). Participation in Social and Leisure Activities After High School for Autistic Young Adults. Remedial and Special Education, 07419325241277094. DOI: 10.1177/07419325241277094

Tawankanjanachot, N., Truesdale, M., Orachon, P., & Kidd, L. (2024). Social skills interventions for Thai adolescents with Autism Spectrum Disorder (ASD): a qualitative study of the perceptions and experiences of Thai adolescents, their caregivers and healthcare professionals. International Journal of Mental Health Systems, 18(1), 1. https://doi.org/10.1186/s13033-023-00617-3

Thompson, G. A., Raine, M., Hayward, S., & Kilpatrick, H. (2020). Gathering community perspectives to inform the design of autism-friendly music-making workshops for wellbeing. International Journal of Wellbeing, 10(5). https://doi.org/10.5502/ijw.v10i5.1497

Vinen, Z., Clark, M., & Dissanayake, C. (2023). Social and behavioural outcomes of school aged autistic children who received community-based early interventions. Journal of Autism and Developmental Disorders, 53(5), 1809-1820. https://doi.org/10.1007/s10803-022-05477-3

Walsh, O., Linehan, C., & Ryan, C. (2024). Is there evidence that playing games promotes social skills training for autistic children and youth?. Autism, 13623613241277309. DOI: 10.1177/13623613241277309

Yingling, M. E., Hock, R. M., Feinberg, M. E., & Holbert, A. A. (2020). Community-engaged process to adapt evidence-based programs for parents of children with autism spectrum disorder. Children and Youth Services Review, 112, 104876. https://doi.org/10.1016/j.childyouth.2020.104876