'We are all bringing, like a unique sort of perspective': The core elements of a strengths-based digital arts mentoring program for autistic adolescents from the perspective of their mentors.
Elinda Ai Lim Lee, Benjamin Milbourn, Bahareh Afsharnejad and 5 others
PMID 39054691WHAT IT FOUND
Mentors said the program worked because they dropped the teacher role and became collaborators.
They tailored support to each adolescent’s interests, gave them time to process, and used the snack break to build peer connections.
Key findings
01Mentors identified five core elements for success: positive connections, their own knowledge and experience, autism education, flexible mentoring approaches, and a supportive environment with adequate resources.
02Mentors described shifting from a 'teacher-like' style to acting as collaborators and peers, tailoring their approach to each individual’s needs rather than using a uniform method.
03Autonomy and special interests were central to engagement, with mentors noting that allowing adolescents to choose projects and tapping into their specific passions improved creative and social outcomes.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The study included only six mentors, limiting the breadth of perspectives. Findings are subject to response bias, as mentors may have reported what they thought researchers wanted to hear. The program was delivered during the COVID-19 outbreak in Western Australia, leading to varying attendance and potential disruptions that may have influenced the experience. Researchers were present during some sessions, which could have altered mentor and adolescent behaviour. The study did not include the perspectives of the adolescents or their parents, only the mentors.
Declared interests
The authors declared no conflicts of interest. The study was funded by the Ian Potter Foundation. The last and second authors collaborated with DADAA, the disability arts provider where the program was delivered, to secure funding for the program.
The easy way to misread this
Do not interpret these findings as evidence that the program improved clinical outcomes for the adolescents. The study reports only on mentors' perceptions of what made the program work; it did not measure adolescent progress, social skills gains, or artistic achievement.