Supporting University Students with Autism Spectrum Disorder

Autor/inn/en	Hillier, Ashleigh; Goldstein, Jody; Murphy, Deirdra; Trietsch, Rhoda; Keeves, Jacqueline; Mendes, Eva; Queenan, Alexa
Titel	Supporting University Students with Autism Spectrum Disorder
Quelle	In: Autism: The International Journal of Research and Practice, 22 (2018) 1, S.20-28 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361317699584
Schlagwörter	College Students; Autism; Pervasive Developmental Disorders; Social Support Groups; Models; Time Management; Stress Management; Cooperative Learning; Interpersonal Communication; Self Esteem; Psychological Patterns; Social Isolation; Anxiety; Depression (Psychology); Interpersonal Competence; Focus Groups; Outcomes of Treatment; Coping; Goal Orientation; Academic Achievement; Intervention; School Holding Power; Self Concept Measures; Statistical Analysis; Counseling Services; Qualitative Research; Massachusetts; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Collegestudent; Autismus; Social support; Soziale Unterstützung; Analogiemodell; Zeitmanagement; Stressmanagement; Stressbewältigung; Kooperatives Lernen; Interpersonale Kommunikation; Self-esteem; Selbstaufmerksamkeit; Soziale Isolation; Angst; Interpersonale Kompetenz; Bewältigung; Zielorientierung; Zielvorstellung; Schulleistung; Statistische Analyse; Qualitative Forschung; Master-Studiengang
Abstract	Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum disorder in improving psychological and functional outcomes. A curriculum guided the weekly discussions and consisted of topics such as time and stress management, managing group work, and social communication. Efficacy was assessed through pre- and post self-report measures focused on self-esteem, loneliness, anxiety, and depression. Functional changes in academic and social skills were examined through qualitative analysis of focus groups. Findings from the self-report measures indicated significant reductions in feelings of loneliness and general anxiety, and a significant increase in self-esteem at the end of the program compared to the beginning. Five prominent themes were identified in the focus-group analysis and reflected how the program had positively impacted participants' skills and coping: executive functioning; goal setting; academics and resources; stress and anxiety; and social. Given the cost effectiveness of "in-house" interventions and the potential for improving academic outcomes and retention of students with autism spectrum disorder, further research examining similar program models is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01