Abstract

Numerous studies have been completed regarding social confidence-building interventions for individuals with autism. However few studies have studied autistic females' experience with social confidence and targeted interventions for their unique needs. The purpose of this study was to co-create a social confidence curriculum with adolescent and young adult autistic females based on their experiences, perceived strengths and weaknesses, and goals. We analyzed first-person experiences and perceptions about social confidence-building interventions and supports. We used pre- and post-group interviews of the adolescent autistic participants (n =11) and college-aged mentors (n = 4), pre- and post-group measures with the Social Responsiveness Scale, Second Edition (SRS-2) school-aged scale, pre-group measures with the Social Communication Questionnaire (SCQ) lifetime version and pre- and post-group SCQ current versions completed by participant's parent/guardians, and pre-group SRS-2 adult scale completed by college-age mentors. Results illuminated the importance of first-person viewpoints in curriculum planning and development, mentorship of autistic adults, and female-specific group design. Themes resulting from thematic analysis of participant and mentor pre-group interviews on perceived strengths and weaknesses included: (a) friendships are valued but are complex and nuanced, (b) executive functioning difficulties make relationships hard to manage, (c) existing social communication skills that are nevertheless effortful and draining, and (d) difficulties with identifying and verbally expressing emotions, specifically uncomfortable emotions. Post-group qualitative codes of perceived strengths and weaknesses included: (a) self-confidence can lead to stronger relationships and (b) ability to perform social skills and recognition of choice in using those skills. Quantitative analysis found no statistically significant change in pre- and post-SRS scores. This study provides direction for further research to inform social confidence group support for females with autism. Future studies can explore replication of the pilot study and determination of feasibility of the study's findings across multiple settings.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-06-20

Document Type

Thesis

Keywords

autism, females, social confidence, curriculum co-creation, mixed methods

Language

english

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