Development and evaluation of an online intervention to promote effective and safe social media use among high functioning autistic young adults in Hong Kong

Abstract

Autistic people experience frequent failures in social situations due to their limitations in social interaction and are vulnerable to developing various psychological problems. Social media can be a potential solution as it allows non-face-to-face social interactions, but it can also produce different kinds of risks. This research aimed at developing and evaluating a tailor-made intervention to promote effective and safe social media use targeting autistic people.

To design the mode of intervention delivery, a systematic literature review was first conducted to investigate whether online intervention could be an effective format of intervention for autistic people. Results supported that online intervention could be effective especially when the intervention recruited participants of older age (over nine years old), targeted practical skills which could be readily applied, and made use of training materials which resembled what could be seen in daily lives. Contents of intervention were designed based on a subsequent qualitative research which explored the social media use experiences as well as its associated benefits and risks among thirteen local high functioning autistic young adults through individual interviews. Findings suggested that while social media could broaden their social network, it could paradoxically intensify their sense of loneliness and rejection. In addition, the unique characteristics of autism could result in higher risks of unpleasant events like cyberbullying, online scams and problematic online purchase. These findings provided valuable information to design a culturally-sensitive intervention.

Based on these findings, an online workshop, named as ‘SoMeA’ (Social Media use for Autistic people), was developed. Its effectiveness in promoting safe and effective social media use was evaluated in a cluster randomized controlled trial. Recruitment was conducted in collaboration with three local community centers. Participants who were randomly assigned to the intervention group received the three-session SoMeA, while those in control group received standard treatment in their centers. Main contents of SoMeA included (1) teaching common emoji expressions and internet slangs; (2) promoting awareness and skills to make friends safely through online; (3) promoting awareness and skills concerning safe online purchase and avoiding online scams. Training strategies were carefully designed to facilitate skills generalization, such as using the Chat-box function in Zoom and simulation game to practice how to respond to risky requests. Evaluation was designed based on Information, Motivation and Behavioral Skills model.

Thirty-four autistic young adults were recruited, sixteen were randomly assigned to the intervention group while eighteen as the control. Results showed that those in the intervention group reported significant higher self-efficacy in safe and effective social media use after completing SoMeA comparing with the control, and this effect remained significant after controlling for confounding variables. Positive feedback towards SoMeA was also received from participants.

Our findings suggested that SoMeA could promote self-efficacy in safe and effective social media use among local high functioning autistic young adults. SoMeA can be used as a useful supplementary tool among social workers or teachers who work with this group, which can potentially maximize the gains and minimize the risks associated with social media use.