Social and emotional experiences of autistic females in high school are key areas to target in ensuring successful education. The findings indicate seven main themes for support related to: mental health identification of specific needs and post‐diagnostic support friendship interventions and skills development tiered support relationships between home and school transitions between levels of education self, peer and staff advocacy, and sense of belonging.

Data were analysed using thematic synthesis. Searches identified 12 papers that included direct perspectives of autistic females, their families and the professionals supporting them. The purpose of this review is to synthesise reported findings on what could be considered as effective for supporting the needs of autistic females in high school settings. It could be argued that autistic females, attending high school, have a distinct set of needs when compared to their male counterparts. Future studies with larger, more diverse samples, longer study durations and/or follow-up periods, and more rigorous study designs are needed to advance understanding of the appropriateness and effectiveness of this type of intervention for this population. Several adaptations to coaching scripts, coach training, and parent materials were made for the larger demonstration pilot, including changes to reduce scriptedness of coaching sessions, to provide parents with more information specific to autism, and to make video content more appropriate to children's needs/preferences.Ī telehealth coaching and exergaming intervention appears feasible, accessible, and engaging for autistic youth aged 10–15. Parents reported high feasibility of supporting their children's involvement and valued child goal-setting and intervention flexibility however, some found telehealth sessions overly scripted.

In interviews, children generally reported finding participation feasible, exergaming challenges active and fun, and coaches friendly and helpful. All participants reported enjoying coaching sessions, 4 of 5 reported enjoying exergames, and 3 of 5 reported enjoying on-demand exercise videos.

Qualitative data were analyzed using a modified grounded-theory approach.Īll participants ( n = 5 ages 10–14 years) attended all 4 planned coaching sessions and completed an average of 9 of 12 planned exergame challenges for a weekly average of 50 min. Exit survey data were summarized with descriptive statistics. Children completed exit surveys and parents and children were interviewed about intervention feasibility, accessibility, and engagement. For beta testing, the intervention was shortened to a 4-week trial with 5 parent/child dyads. Interdisciplinary experts adapted AGS to create GamerFit-ASD, a 12-week intervention that included a progressive exergame schedule, Fitbit step-tracking, weekly health coaching, and health tip/exercise videos.

This study aimed to adapt AGS for autistic youth ages 10–15 years beta-test the modified intervention for feasibility, accessibility, and engagement and further refine the intervention for a larger planned demonstration pilot. Adaptive Game Squad (AGS) is an evidence-based telehealth coaching and exergaming intervention to improve PA and sleep for adolescents with diverse neurodevelopmental and psychiatric conditions. Health disparities faced by autistic youth are exacerbated by inadequate physical activity (PA) and sleep, whereas healthy PA and sleep may improve mood and function.

Autism in girls checklist