Erin Davis

Outcomes of Camp Participation for Youth with Autism Spectrum Disorder

Search Terms: youth (children) autism spectrum disorder AND camps

Summary of Research:
Autism Spectrum Disorder (ASD) is defined as a complex neuro-developmental disorder
and is characterized by different levels of impairment in social interaction, verbal and non-verbal
communication, and restricted and repetitive behavior (Napolioni et al., 2011). Research shows
that autism is one of the most prevalent developmental learning disabilities in the United States
(Leslie et al., 2018). A study conducted in 2018 has shown an increase in diagnoses of ASD. The
Centers for Disease Control and Prevention estimates that 1 in 59 children have a diagnosis of an
autism spectrum disorder, a 15 percent increase in national prevalence as compared to the
statistic of 1 in 68 children from the previous study (Leslie et al., 2018). The reason for the
increase in individuals with autism spectrum disorders could be due to better diagnostic
procedures, a broader definition of ASD, or a combination of these factors. Nonetheless, there is
an increasing trend and, along with it, a movement for inclusion (Leslie et al., 2018). Inclusion is
crucial to involve everyone no matter their abilities, Autism Spectrum Disorder affects
individuals differently. However, statistics show ASD is 4 times more common among boys than
girls (Maenner et al., 2020). It is beneficial for individuals with autism to have structured
material for academic skills, cognitive and social development. Schools provide inclusive
services for these individuals, but many do not provide services throughout the summer months.
Not having the same routines and lessons may interrupt the development of skills in children
with ASD (Davenport et al., 2011).
In recent studies camps have shown they fulfill the needs for individuals with autism
spectrum disorder. The study was to investigate the effects of a one-week summer camp
specifically designed for children and youth with ASD in an effort to determine whether the
camp structure and activities would improve multiple skills (Ibrahim et al., 2020). The structure
of the camps, including their curriculum and the composition of the camper population, depends
greatly on the nature of the camp and the therapeutic goals of those who design the camps
(Davenport et al., 2011). It was proven that outdoor activities benefit children with autism in the
areas of communication, emotion, cognition, interaction, physical activity, and decreasing
sensitivity (Leslie et al., 2018). Camp provides opportunities for enjoyment and increased
self-confidence and motivation for individuals on the spectrum. Being creative is a great way for
children with ASD to express themselves, engage in sensory play, and even learn to
communicate. Some valuable activities include painting, sculpting, writing, drawing, dancing,
singing (Ibrahim et al., 2020).

Application to Practice:
Based on studies, camp shows positive outcomes and beneficial tools that those with
autism spectrum disorder can apply in their daily life. Therapeutic recreation professionals have
the opportunity to increase their role in applying interventions to develop and sustain health and
recreation-related skills with participants and their caregivers (Smith et al., 2011). The absence
of structure can be problematic for some children with autism spectrum disorder, who generally
thrive on predictability and routine. Summer camps, typically constructed around structured,
hands-on activities and projects rather than verbal discussions, may provide an excellent
platform to deliver therapeutic services to children with autism (Davenport et al., 2011). It is
important to have an implementation of effective staff training on autism awareness and
accommodation coupled with successful engagement of campers and their families (Ibrahim et
al., 2020). One study has shown the positive effects of adventure therapy. Due to the verbal and
communication deficits that are hallmark symptoms of autism spectrum disorders, it is logical to
consider the delivery of therapeutic services to children with autism spectrum disorders in
nontraditional settings, such as summer camps, which are used in adventure therapy (Davenport
et al., 2011). Adventure therapy and the related forms of therapy (e.g., wilderness therapy,
therapeutic camping, low-ropes courses, experiential education) are generally described as forms
of therapy using nontraditional settings and activities for providing therapeutic interventions to
individuals and groups (Davenport et al., 2011).
There are different ways camps can cater to a specific audience. For example, some of
these camps included children with many types of disabilities, and so they used a variety of
interventions specific to certain disorders for each camper to successfully incorporate each
camper into the camp (Davenport et al., 2011). One summer camp specifically targeted campers
with autism and correspondingly only used interventions specific to autism. Results of this study
reported campers with autism were able, with the assistance of aides, to complete all camp
activities and indicated typically developing campers as well as staff members benefited from the
inclusion of campers with autism (Davenport et al., 2011). With appropriate individualized
support and interventions, these individuals can learn leisure skills to use and enjoy over a
lifetime and can develop social skills that enable successful participation in a variety of
recreation contexts.
Figure Illustrating Key Concepts:
References:

Davenport, T. L., McIntosh, D. E., & Finch, H. (2011). Summer camp remediation and
academic achievement in children with autism. PsycEXTRA Dataset.
https://doi.org/10.1037/e632962010-001
Ibrahim, A., & Cronin, K. (2020). The impact of summer camp on social skills for children
with autism spectrum disorder. Journal of Education and Practice.
https://doi.org/10.7176/jep/11-17-14
Leslie, Emma, "How Environmental Education Based Camps Can Create An Inclusive
Opportunity To Ensure Children With Autism Have A Positive And Meaningful
Experience" (2018). School of Education and Leadership Student Capstone Projects. 246.
https://digitalcommons.hamline.edu/hse_cp/246
Maenner MJ, Shaw KA, Baio J, et al (2020). Prevalence of Autism Spectrum Disorder Among
Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network,
11 Sites, United States, 2016.MMWR SurveillSumm;69 (No. SS-4):1–12.
Napolioni, V., Lombardi, F., Sacco, R., Curatolo, P., Manzi, B., Alessandrelli, R., Persico, A. M.
(2011). Family-based association study of ITGB3 in autism spectrum disorder and its
endophenotypes. European Journal of Humanities, 19, 353-359.
Smith, MS, R. L., Van Puymbroeck, PhD, CTRS, M., & Frey, PhD, G. (2011). Active
participation and social integration service delivery model for youth with autism
spectrum disorders. American Journal of Recreation Therapy, 10(3), 5–16.
https://doi.org/10.5055/ajrt.2011.0016