Considering College?: Adolescents With Autism and Learning Disorders Participate in An On-Campus Service-Learning Program

Gardner, Jennifer; Mulry, Claire M.; Chalik, Sandee

doi:10.3109/07380577.2012.720052

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Velde et al () described occupational therapy faculty, student and community partnerships and highlighted the benefits for each stakeholder. Other literature described positive impacts for all stakeholders in programmes serving low‐income youth (Bazyk et al , ), adolescents diagnosed with autism (Gardner et al , ) and at‐risk, urban adults (Hyde and Meyer, ), but they included very limited or no quantitative or qualitative outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Schindler

2014

Occup. Ther. Int.

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Students in health care professions, including occupational therapy, are required to develop knowledge, skills and attitudes in mental health and research. Persons diagnosed with a mental illness, a learning disability or an autism-spectrum disorder desire to achieve goals in higher education and employment. Faculty in health care programmes strives to meet professional goals and accreditation and institution requirements for teaching, service and scholarship. The Bridge Program, a programme based on principles of community engagement, was developed to meet the needs of these three stakeholders. The objective of this paper is to provide programme description and outcomes of the effectiveness of the Bridge Program for all three stakeholders. This uses mixed methods research design including descriptive and quantitative and qualitative one-group pre-test-post-test designs. Instruments consisted of the Occupational Therapy Student and Mental Health Population Scale and the Canadian Occupational Performance Measure. Quantitative results support that graduate occupational therapy students gained research and clinical skills (n = 100; p = .000); clients increased performance and satisfaction toward goals (n = 113; p = .000) and faculty (n = 1) achieved goals related to teaching, service and scholarship. Programmes based on principles of community engagement can address the needs of the community, can provide outcomes that advance knowledge about community practice and can result in benefits for all stakeholders. This paper is limited to generalization and instrumentation and recommends an ongoing evaluation of other community engagement programmes involving all stakeholders in the future research.

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Section: Literature Reviewmentioning

confidence: 99%

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Schindler

2014

Occup. Ther. Int.

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“…First, peer mentors should be considered as an additional component in current programmes to support youth in the process of post‐secondary transition. For example, some programmes have been established to introduce youth to post‐secondary institutions, including attending instructional sessions, as well as, living and eating on campus, for up to a week (Gardner et al, 2012) to 1 week (Retherford & Schreiber, 2015). Second, additional programmes could be provided to start the process of post‐secondary transition early (Cai & Richdale, 2016; White et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Understanding the essential components and experiences of youth with autism spectrum disorders in peer mentorship programmes during the transition to adulthood: A qualitative meta‐ethnography

Nguyen

Jack

Rezze

et al. 2020

Child

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Youth with an autism spectrum disorder (ASD) often require additional supports during the period of transition to from high school to post-secondary education or career paths. Peer mentorship (PM) programmes create opportunities to support youth with ASD in identifying their personal, academic and career goals after graduating from high school; however, there is limited insight about the components of these programmes that are valued by both participants and peer mentors and that are perceived to contribute to the overall success of a programme in achieving their goals. Our objective was to identify, describe and synthesize the components of PM programmes valued by youth with ASD and their peer mentors, as well as to document their experiences in these transitional support services. A meta-ethnography was conducted to synthesize qualitative and mixed methods studies of PM programmes for youth with ASD. A systematic search of seven databases yielded 142 nonduplicate articles. Data analysis and synthesis involved (1) extraction of raw data; (2) extraction of study authors' interpretations, followed by inductive coding; (3) synthesis of key themes and (4) schematic diagram development to illustrate the relationship of themes. Ten studies of PM programmes from Canada (2), United States (4), Australia (3) and United Kingdom (1) were included. Extracted data reflected experiences of 131 mentees and 82 mentors. The essential programme components identified were (1) mentorship, (2) skill building, (3) peer group and (4) facilitating transition. PM characterized by clear communication and connection between mentors and mentees was valuable to the success of the programme. Peer mentors played an essential role to facilitate the positive experiences that mentees had with programme components, including interactions with peer groups. Successful PM programmes created a safe environment for mentees to practice skills and helped mentees gain confidence to expand their roles to take leadership in their learning.

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“…Two articles described specialized programs for students with developmental and/or learning disabilities, but they did not specifically target the needs of the AD population (Calefati, 2009;Minaya, 2007). Two other publications addressed the needs of high school students with autism who were planning to attend college, but did not include follow-up once college began (Gardner, Mulry, & Chalik, 2012;Vogel, 2010). …”

Section: Background and Literature Reviewmentioning

confidence: 99%

The Experience of Transition to College for Students Diagnosed with Asperger’s Disorder

Schindler¹,

Cajiga²,

Aaronson³

et al. 2015

The Open Journal of Occupational Therapy

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Background: Obtaining a college degree is a positive and often necessary step to adulthood, independence, and knowledge. Students diagnosed with Asperger's Disorder (AD) typically experience difficulty in college, especially in the transition to college. To assist students with AD in the transition to college, an occupational therapy mentoring program was developed in a college setting. This article describes this program, provides quantitative and qualitative outcomes of the program, and uses the outcomes to determine factors to facilitate a successful transition.

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Considering College?: Adolescents With Autism and Learning Disorders Participate in An On-Campus Service-Learning Program

Cited by 5 publications

References 22 publications

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Community Engagement: Outcomes for Occupational Therapy Students, Faculty and Clients

Understanding the essential components and experiences of youth with autism spectrum disorders in peer mentorship programmes during the transition to adulthood: A qualitative meta‐ethnography

The Experience of Transition to College for Students Diagnosed with Asperger’s Disorder

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