New Zealand Autism Spectrum Disorder Guideline - Ministry of Health

Part 5: Living in the community
all opportunities while maintaining structure,
keeping the child safe and in good health, and
maintaining the right balance of activities 23 . Jen
Birch, a New Zealander who provides personal
insight into her life as an adult diagnosed with
ASD, suggests careful monitoring of the amount
of recreational activity in which an individual
participates and providing an adequate balance
in learning, recreation and special interests 164 .
5.2.d Young people with ASD
Young people with ASD often have particular
difficulties with social interaction and
reciprocity. The severity of social impairment
and practical language problems varies greatly
within the ASD population, with observable
behaviours including high levels of anxiety,
obsessional disorders, depression, suicidal
ideation, rage and defiance 289 382 383 .
Adolescence marks the transition from
childhood to adulthood, with the accompanying
pressure to conform. Typical characteristics
noted in adolescents with ASD are:
• poor communication skills
• excellent vocabulary
• intense interests and pursuits (usually
isolative) that can seem obsessive
• a tendency to prefer predictable events,
resulting in problems of social flexibility
• problems in self-organisation and
productivity, especially around school work
• a preference and overt wish to engage in selfinterest
activities.
There is general consensus from experts in ASD
internationally about the support strategies and
services that can assist young people with ASD 39
289 382 384
.
• one-to-one support for acquiring social skills,
time to achieve these skills and a safe place
for practice
• being taught friendship skills
• adults acting as guides and coaches,
facilitating relationships and providing
opportunities to interact with peers
• life-skills training
• opportunities for supervised highinterest
activities often enjoyed by people
with ASD (chess clubs, computer clubs,
animal husbandry, writing classes, music
appreciation, etc)
• alternatives to unstructured social situations
• availability of safe adults who can be
accessed in times of crisis
• specialised staff
• if required by an individual, ongoing support
to help build and maintain social contacts.
Individual support is sometimes needed
to link the person into existing community
activities, interests, clubs and leisure facilities
and also to help them identify social networks
(Recommendation 5.2.7). Some New Zealand
schools have included leisure and recreation
planning in a student’s transition programme.
It is important that information in a student’s
transition plan is shared with post-school
providers 39 (Recommendation 5.2 3).
5.2.e Adults with ASD
Leisure activities can be an important source of
empowerment, self-expression and community
participation for adults. For full community
participation, social relationships and networks
are of critical importance 376 (Recommendation
5.2 8).
Young people with ASD can be supported
through:
• social therapy and social skills groups
People with ASD can have strong and
sometimes unusual interests and incorporating
these into a leisure plan is an important issue to
address. Interests can be expanded to include
those that are more socially acceptable and
Part 5
New Zealand Autism Spectrum Disorder Guideline 177