KOBUJOI INSTITUTE OF DEVELOPMENT STUDIES

CATHOLIC DIOCESE OF ELDORET

RESEARCH TITLE: EFFECTS OF TEENAGE AUTISM SPECTRUM DISORDER ON THEIR

SOCIAL LIFE IN CHIGA VILLAGE KISUMU EAST CONSTITUENCY
NAME: WAO CHRISTINE OWITI
REG NO: SW/2/1/K/687
COURSE CODE: 307
COURSE UNIT: RESEARCH PROJECT
SUPERVISORS NAME: MADAM MARTHA JEPTOO
SUBMISSION: RESEARCH PROPOSAL SUBMITTED TO KENYA NATIONAL
EXAMINATION
COUNCIL IN PARTIAL FULFILMENT OF DIPLOMA AWARD IN
SOCIAL WORK
SERIES: MARCH SERIES

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DECLARATION
I Wao Christine Owiti declare that this is my original work.
Student’s name: Wao Christine Owiti
Sign:
Date:

Supervisor’s name:
Sign:
Date:

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DEDICATION
I dedicate this research project to my family for seeing me through my school life until to
date and for always being there for me.

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ACKNOWLEDGEMENT
I appreciate my research project supervisor for seeing me through my research project and
correcting me where needed during the entire period of preparing my research project.

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Table of Contents
DECLARATION.............................................................................................................................2
DEDICATION.................................................................................................................................3
ACKNOWLEDGEMENT..............................................................................................................4
ABSTRACT.....................................................................................................................................5
CHAPTER ONE..............................................................................................................................6
1.0 INTRODUCTION.....................................................................................................................6
1.1 BACKGROUND OF THE STUDY..........................................................................................6
1.2 STATEMENT OF THE PROBLEM........................................................................................6
1.3 PURPOSE AND OBJECTIVE OF THE STUDY....................................................................6
1.4 RESEARCH QUESTION.........................................................................................................6
1.5 SIGNIFICANCE OF THE STUDY..........................................................................................7
1.6 JUSTIFICATION OF THE STUDY........................................................................................7
1.7 LIMITATION OF THE STUDY...............................................................................................7
1.7.1 Inadequate finances................................................................................................................7
1.7.2Hostility of the respondents/silent respondents.....................................................................7
1.7.3adverse climate conditions......................................................................................................7
1.8 ASSUMPTION OF THE STUDY............................................................................................7
1.9 SCOPE OF THE STUDY..........................................................................................................7
1.10 CONCEPTUAL FRAMEWORK...........................................................................................8
CHAPTER TWO.............................................................................................................................9
2.0 LITERATURE REVIEW..........................................................................................................9
2.1 INTRODUCTION.....................................................................................................................9
2.2 RE-ENTRY TO SCHOOL AFTER DIAGNOSIS...................................................................9
2.3 SEXUAL HEALTH....................................................................................................................9
2.4 EFFECTS ON PROGENY........................................................................................................9
2.5 SOCIO-CULTURAL STIGMAS..............................................................................................9
2.6 BARRIERS IN SCHOOL.........................................................................................................9
2.7 FINANCIAL BARRIERS.......................................................................................................10
2.8 UNAWARENESS OF RE-ENTRY POLICIES......................................................................10
CHAPTER THREE.......................................................................................................................11
3.0 RESEARCH DESIGN AND METHODOLOGY..................................................................11
3.1 INTRODUCTION...................................................................................................................11
3.2 RESEARCH AREA.................................................................................................................11
3.3 TARGET POPULATION........................................................................................................11
3.4SAMPLE AND SAMPLE PROCEDURE...............................................................................11

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3.5DATA COLLECTION INSTRUMENTS................................................................................11
3.5.1 Questionnaire........................................................................................................................11
3.5.2 Interview guides....................................................................................................................11
3.5.3 Observation...........................................................................................................................11
3.6VALIDITY AND RELIABILITY ON RESEARCH INSTRUMENTS.................................11
3.8 DATA COLLECTION PROCEDURES.................................................................................12
3.9 DATA ANALYSIS AND PRESENTATION...........................................................................12
CHAPTER FOUR.........................................................................................................................13
4.0 DATA ANALYSIS AND PRESENTATION...........................................................................13
4.1 INTRODUCTION...................................................................................................................13
4.2 AGE BRACKET OF THE RESPONDENTS.........................................................................13
4.3 PERSONALITY TRAITS OF THE RESPONDENTS.........................................................14
4.3 AUTISM SPECTRUM DISORDER AND SCHOOL PERFORMANCE............................14
4.4 TEENAGE AUTISM SPECTRUM DISORDER AND EMOTIONAL BEHAVIOUR.......16
4.4.1 relationship with peers.........................................................................................................16
4.4.2 relationship with educators..................................................................................................16
4.4.3 remorseful feelings................................................................................................................16
CHAPTER 5..................................................................................................................................18
5.0 SUMMARY, CONCLUSION AND RECOMMENDATION................................................18
5.1 SUMMARY OF FINDINGS....................................................................................................18
5.2.1 DELAYED SCHOOL ATTENDANCE...............................................................................18
5.2.2 irregular school attendance..................................................................................................18
5.2.3 poor relationships.................................................................................................................18
5.3 CONCLUSION........................................................................................................................18
5.4 RECOMMENDATION...........................................................................................................18

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ABSTRACT
CHAPTER ONE
This chapter deals with the background of the study, statement of the problem, purpose of
the study and the objective of the study. Main aim of this chapter is to have and acquire the
maximum knowledge about the effects of teenage autism spectrum disorder on their social
life and how it affects the teenagers. The purpose is to establish a framework for the
research in order for the reader to understand well the effects of autism spectrum disorder
among teenagers.
CHAPTER TWO
Here the researcher looks at the literature review which is going to help in knowing how to
approach their topics and know more about the social problems in their areas of interest. It
also helps the researcher know the techniques used and conclusions made on the effects of
autism spectrum disorder among teenagers and majorly on their social lives.
CHAPTER THREE
In this chapter we major on research designs and methodology which helps researcher
adequately. The researcher will now e able to answer the research questions and data to be
used in the effects of autism spectrum disorders in teenagers’ social life. Sample and
population, the researcher will be able to know the total population of individuals from the
samples taken. The researcher will also be able to know the cases and items and objects
used to know the effects of ASD among teenagers.
CHAPTER FOUR
It deals with presentation of data and analysis. It includes frequency tables and which the
researcher will be able to know the number of times ASD has occurred among the teenagers
over a period of time. Pie charts will help the researcher know the age of the respondents.
CHAPTER FIVE
It deals with the discussion of the obtained results by the researcher. It also deals with the
conclusions, references, and recommendations as per the research done.

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CHAPTER ONE
1.0 INTRODUCTION
Here it consists of the background of the study, statement of the problem, purpose and
objectives of the study, assumption of the study, significance of the study, justification of the
study, limitation of the study, scope of the study and the conceptual theoretical framework.
1.1 BACKGROUND OF THE STUDY
ASD are a group of neurodevelopmental disorders characterized by impairments in three
sectors of a teenager’s life: social interaction, verbal and non-verbal communication and
preferences for a repetitive interest or behavior. In previous years teenagers who were
autistic could not be allowed to interact with children which made the teenagers result to
self-isolation and stigmatization while other teenagers opted to commit suicide. Most of the
teenagers suffering from ASD would be criticized and discriminated by their peers, teachers,
and at times even their own parents which resulted to them having prolonged stress,
depression, or other mental related disorders like being bipolar. The ministry of health
having established some policies and strategies which gives those young these young
teenagers with ASD a comfortable which boosts their self-esteem and appearances. The
ministry of health also advocates for the fight against ASD in the country. Therefore, the
researcher is interested in doing her research on the topic effects of teenage ASD on their
social life.
1.2 STATEMENT OF THE PROBLEM
Teenagers with ASD are vulnerable to anxiety. Repetitive behaviors are a core feature of ASD
and has over the times been associated with anxiety. Anxiety is a significant problem to
those problems with ASD. The parents and the guardians to these teenagers are increasingly
seeking advice on ways to manage the distress anxiety causes. ASD negatively impacts on
educational success, friendship, social participation and as well as on other members of their
families. ASD is also used to refer to a broad and often desperate class of behaviors linked by
repetition, rigidity, invariances, and inappropriateness such as rigid routines, repetitive
language, and resistance to change. However, until recently repetitive behaviors have been
the subject of far less attention than the social and communication deficits that constitute
the other two major domains of ASD (Rodgers, Glod, Connolly, McConachie, 2012)
1.3 PURPOSE AND OBJECTIVE OF THE STUDY
To find out the effects of ASD on teenagers social life.
To find out how to reduce the rate of ASD.
To find out how teenagers with ASD live their day-to-day life.
1.4 RESEARCH QUESTION
What are the effects of ASD to teenagers social life?
How does ASD start?
Does ASD have a cure?

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1.5 SIGNIFICANCE OF THE STUDY
The social taboos revolving around teenagers with ASD leaves the teenagers highly
stigmatized by the general society. Culturally, a teenager being autistic is considered t be the
mother’s fault. Some cultures resort to harmful means to identify teenagers with ASD and
some are stigmatized and publicly shamed.
1.6 JUSTIFICATION OF THE STUDY
ASD is a developmental disorder affecting an individual’s behavioral and communication
aptitudes. It is possible to diagnose autism at any age. ASD permeates age, class, gender, and
ethnicities; hence one might argue that specific demographic cohorts are more prone to
developing autism. For instance, according to the statistical according to the statistical
analysis by the centers for Disease Control and Prevention (2018) shows that Autism is more
common in male that in female. As of now the average prevalence of the disorders in
Europe, Asia, N does North America does not exceed 1-2% or 16 affected individuals per
1000 people as compared to Africa where 500 affected individuals per 10000 people
(Centers for Disease Control and Prevention, 2018)
1.7 LIMITATION OF THE STUDY
These are some of the constraints that may affect researcher’s study during the research
process they include.
1.7.1 Inadequate finances.
The researcher may experience finance problems especially during preparation of
questionnaires and interviews guided that she would require during research.
1.7.2Hostility of the respondents/silent respondents.
Other respondents may not accept the researcher to interrogate them or even give her all
the required data to make research process complete.
1.7.3adverse climate conditions.
Heavy rainfall hinders the researcher’s because she may not move easily across the village.
1.8 ASSUMPTION OF THE STUDY
The study assumes that.
1.8.1 all teenagers who are diagnosed with Autism Spectrum Disorder drop out of school or
change schools/ transfer to other schools due to lack of support from their peers.
1.8.2 majority of teenagers/ victims of Autism Spectrum Disorders suffer from stigma and
stress.
1.8.3 most victims of Autism Spectrum Disorders live with low self-esteem.
1.9 SCOPE OF THE STUDY.
The researcher will conduct her study on the village, location, constituency, county and
country during the three months.

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1.10 CONCEPTUAL FRAMEWORK

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CHAPTER TWO
2.0 LITERATURE REVIEW.
2.1 INTRODUCTION
Recently, it seems as if Autism Spectrum Disorder (ASD) has been receiving a great deal of
attention by those who work in the medical field, researchers, education providers and
partners as well. This is because the diagnoses have increased significantly. In just four-year
period, the number of recorded diagnoses of this disorder double (keen & ward,2004).
Autism Spectrum Disorder is a group of developmental disorders. It is called Autism
Spectrum Disorder because the symptoms and the level of impairment of this for these
disorders ranges widely in each individual with ASD (national institute of mental health
[NIMH], 2011), in fact according to national institute of mental health [NIMH], 2011, some
higher functioning children may only be mildly impaired his or her symptoms while other
teenagers who are low functioning may have more severely impaired.
2.2 RE-ENTRY TO SCHOOL AFTER DIAGNOSIS
ASD teenagers face many human rights violations in the pursuit of continuing their
education (CRR, 2013). Re-entry policies vary by country (Human Rights Watch ,2018) and
some have been found to be confusing the learners which result in discontinuation of
schooling (Kapenda, 2018). To avoid stigma some people, believe that it is better for an
autistic teenager to be admitted in another school (Maluli & Bali, 2014). However, it has
been shown to limit educational opportunities available to the teenager (Manishatse, 2018;
Fofana, 2020.) Research shows that ASD teenagers may have long term academic
repercussions than previously understood. (Psaki et al,2019).
2.3 SEXUAL HEALTH
Studies reveal that teenagers sexuality are very limited in some LMICs. The stigma
surrounding premarital sexual activities for the girls may be too high to obtain accurate
information (Chong et al, 2016; UNICEF, 2019). Maternal mortality: the risk of maternal
mortality is highest for teenage boys compared to any other person. Lack of support
although schools are obliged to provide psychosocial support, educational support and
health and nutritional support (Fredman et al ,2018), evidence reveal that school
environment challenges, economic challenges and personal related challenges are the main
reason for dropping out of school for autistic teenagers (Moonga, 2014; Karimi, 2015)
2.4 EFFECTS ON PROGENY
Higher rates of psychological issues such as suicide (Mittendorfer-Rutz et al, 2004) and
health issues such as malnutrition have also been found in progeny of adolescent.
2.5 SOCIO-CULTURAL STIGMAS
Social taboos around teenagers living with ASD are highly stigmatized by society. (Kennedy,
2017)
2.6 BARRIERS IN SCHOOL
Research shows that teenagers with ASD face many social barriers to continue with formal
education (Human Rights Watch, 2018:3) however research shows that these barriers can
also be found in school.

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Discrimination by school staff and teachers. Few African governments have tackled the key
factors that drive millions of ASD teenagers out of school including discrimination by
teachers and school staff and also officials. Although all African union countries have made
human rights commitments to protect ASD teenagers some are treated very differently
depending on the countries, they live in. (Human Rights Watch ,2018:5:8)
2.7 FINANCIAL BARRIERS
ASD teenagers face many financial barriers if they are orphaned to continue with formal
education. There are different viewpoints on why teenagers drop out of school but the most
prominent barrier to education seems to be the unstable nature of financial support for
school fees because most of the money is used by the parents to buy medicines and to pay
for the counselling sessions.
2.8 UNAWARENESS OF RE-ENTRY POLICIES
Human Rights Watch (2018:11) Prohibition from the original school making them go to other
schools (Kennedy, 2017:7). Research states that going back to the same school leads to
potential discrimination and stigmatization (Omwancha, 2012:99)

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CHAPTER THREE
3.0 RESEARCH DESIGN AND METHODOLOGY
3.1 INTRODUCTION
This chapter deals with the target population, sampling, data collection and analysis. The
researcher will apply descriptive research designs to collect all relevant data on to the effects
of ASD to teenagers social life within the mentioned area of study.
3.2 RESEARCH AREA
The researcher will conduct her study on the effects of ASD on teenagers social life in Chiga
village, Kisumu East Constituency.
3.3 TARGET POPULATION
The researcher intends to study the effects of ASD on teenagers social life and intends to get
information from the victims’ parents, the caregivers, their teachers, and the victims
themselves who experience the problem. The target population are the people who are
both affected and infected.
3.4SAMPLE AND SAMPLE PROCEDURE
The researcher will collect data from 30 people living within the above-mentioned area of
study. The researcher intends to use both probability and non-probability sampling methods
like quota sampling, stratified sampling among other techniques used to collect adequate
data regarding the effects of ASD on a teenager’s social life.
3.5DATA COLLECTION INSTRUMENTS
The researcher uses the following data collection tools to collect data from both primary and
secondary sources.
3.5.1 Questionnaire
The researcher will design some simple and clear questionnaire that will guide her during
the research study duration. The researcher will distribute this questionnaire to the
respondents during home visits. She will give them adequate tie for answering the questions
and collect the data analysis.
3.5.2 Interview guides
The researcher will print out some interview guides which she will be using during face-to-
face interviews, the questions will help the researcher gather data from the respondents and
will be applied when the researcher will be visiting schools or homes where her respondents
study or live.
3.5.3 Observation
The researcher will organize for home visits to go and study her respondents through
observing their tuteraction patterns how they respond to different aspects of life to gather
information.
3.6VALIDITY AND RELIABILITY ON RESEARCH INSTRUMENTS
Validity is the quality of measurements indicating the degree to which the measure. The
researcher will design and generate clear questionnaires with simple questions that will be
understood by her respondents. the interview guides will few questions and they will be

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simple to answer. On the other hand, reliability refers to the consistence of finding the same
measure even if the measure will be repeated by other researchers. The researchers will not
ask personal questions that scares people from sharing information. The researcher will also
make her respondents to understand the question before giving their answers.
3.7.1 not questions that creates suspense for the respondents.
3.7.2 Maintain privacy and confidentiality of any information collected.
3.7.3 Not engage in sexual relationship with her respondents.
3.7.4 Not threaten her respondents to share information and experiences.
3.7.5 Not to bribe the respondents in exchange of data/ information regarding the topic of
study.
3.8 DATA COLLECTION PROCEDURES.
Basing on the sample size of the researchers respondents, she will be giving out numbers of
questionnaires which she will be giving to the respondents to fill during home visits and
collect them. The researcher will also observe some of the visible social torture patterns of
the victims those in school she will observe their performance record to collect enough data
for analysis in the above-mentioned area of study.
3.9 DATA ANALYSIS AND PRESENTATION.
The researcher will use better qualitative and quantitative techniques to analyze data on he
topic and study will be presented in frequency table and charts.

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CHAPTER FOUR
4.0 DATA ANALYSIS AND PRESENTATION.
4.1 INTRODUCTION.
This chapter will deal with analysis of data collected in the previous chapters basing on the
effects of Altruism Spectrum Disorder on teenagers in their social life.
The data will be analyzed basing on the age, level of education, among other factor tat will
be presented in percentage.
4.2 AGE BRACKET OF THE RESPONDENTS.
VARIABLES NUMBER OF TEENAGERS
12-14 10
15-19 20
Total 30
Age bracket of the respondents in percentage.

Variables Percentage
12-14 33%
15-19 67%
Total 100%
Representation on pie chart.

33%

67%

12-14 years 15-19 years

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 4.3 PERSONALITY TRAITS OF THE RESPONDENTS.
The researcher will collect data relating to the uniqueness of the respondents like behaviors
and the data is shown in the table below.

VARIABLES NUMBER
Anti-Social 8
Avoidant 15
Dramatic 7
Total 30
Personality traits of respondents in percentage.

VARIABLES PERCENTAGE
Anti-Social 27%
Avoidant 50%
Dramatic 23%
Total 100%

Representation of personality traits of the respondents in pie

chart.

23%
27%

50%

Anti-Social Avoidant Dramatic

4.3 AUTISM SPECTRUM DISORDER AND SCHOOL PERFORMANCE.

The following general pre-determined descriptive categories have primarily emerged from
the interview schedule and substantiated by the questionnaires that was administrated
during data collection. The information derived from the data after thorough reading of the
questionnaires and the interview guides.
4.3.1 school attendance after the diagnoses of Autism Spectrum Disorder.
4.3.2 irregular school attendance.

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4.3.3 school dropout basing on the above-mentioned factors. The table was analyzed and is
as shown in the table below.

Variables No. of respondents

School attendance after 5
diagnoses
Irregular school attendance 9
School dropout 10
Poor performance 6
Total 30
Percentage showing effects of autism spectrum disorder on teenagers in their school
performance.

Variables Percentage
School attendance after 17%
diagnoses
Irregular school attendance 30%
School dropout 33%
Poor performance 20%
Total 100%

Effects of Autism Spectrum Disorder on school performance.

17%
20%

30%

33%

School attendance after diagnoses Irregular school attendance

School drop out Poor performance

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4.4 TEENAGE AUTISM SPECTRUM DISORDER AND EMOTIONAL BEHAVIOUR
4.4.1 relationship with peers.
The educators/parents revealed that the relationship between teenagers and their peers is
poor because teenager out of school who don’t have autism spectrum disorder classify
themselves as being fortunate to not have the disorder. It is a problem hormone activity that
can make an autistic teenager become moody or emotional especially to their peers.
4.4.2 relationship with educators.
The autistic teenagers have the tendency of not reporting their cases to their educators,
trying to hide their conditions until they are discovered at a later stage. Some of the autistic
teenagers think that the educators have no empathy and when the educators try to ask
some questions.
4.4.3 remorseful feelings.
Information derived from parents and caretakers of those autistic teenagers would show a
behavioral pattern of being remorseful towards what he/she has done. Basing on the above-
mentioned emotional behaviors the table below shows the number of respondents as they
behave.

Variables No. of respondents

Relationship with peer 18
Relationship with educators 4
Remorseful feelings 8
Total 30

Variables Percentage
Relationship with peer 60%
Relationship with educators 13%
Remorseful feelings 27%
Total 100%

Remorseful feelings.

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 27%

60%

13%

Relationship with peer Relationship with educators Remorseful feelings

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CHAPTER 5
5.0 SUMMARY, CONCLUSION AND RECOMMENDATION
The main objective of this study was to establish effects of autism spectrum disorder in
teenagers social life. This chapters summarized the findings and discussion made gives
conclusions about the effects of autism spectrum disorder on teenagers and the
recommendations on how to live with or prevent future occurrences of ASD among
teenagers.
5.1 SUMMARY OF FINDINGS
The summary of the findings of this study revealed various effects of ASD teenagers in their
social life is affecting their attendance in school, emotional behavior and school performance
and the following emerged.
5.2.1 DELAYED SCHOOL ATTENDANCE
After diagnoses of ASD the parents and caregivers of the teenager revealed that resuming
school was generally delayed by reasons by reasons believed by lack of parental support.
5.2.2 irregular school attendance.
It emerged from this study that there is high rate of school absenteeism due to them
attending clinic consultation, ASD related sickness and responsibilities and low self-esteem.
The effect of ASD is reported to have a greater contribution school dropout.
5.2.3 poor relationships.
The study also revealed that ASD in teenagers resulted to poor relationship between autistic
teenagers, their caregivers, and teachers.
The poor relationship was reported due to stigma, mood swings and low self-esteem,
introverted behaviors, and lack of cooperation with other closely people.
5.3 CONCLUSION.
The following conclusions are drawn from the findings of the study.
5.3.1 teenage ASD and school attendance has a detrimental effect on the education and
future plans of teenagers in secondary school. This is because school attendance is
irregularly and school dropout.
5.3.2 teenage and evaluation behavior.
Teenage ASD has negatively affected the emotional behaviors of teenagers. They experience
stigmatization, hormonal imbalances and mood swings which included a general negative
attitude towards school.
5.4 RECOMMENDATION.
The following recommendations are made on the basis of findings that emerged from the
study.
5.4.1 teachers should insist a positive attitude in the ASD learners towards attending school
on daily basis.

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5.4.2 parents and caregivers should treat the ASD teenagers with a lot of positive regards in
the ASD seizure periods’
5.4.3 the government should establish counselling programs in all governmental institutions.
5.4.4 the caregivers/parents should consider giving emotional support to ASD teenagers by
showing the love.

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