Development of a College Transition and Support Program for Students with Autism Spectrum Disorder

White, Sue; Elias, Rebecca; Capriola-Hall, Nicole N.; Smith, I.; Conner, Caitlin M.; Asselin, Susan B.; Howlin, Patricia; Getzel, Elizabeth Evans; Mazefsky, Carla

doi:10.1007/s10803-017-3236-8

Cited by 130 publications

(76 citation statements)

References 27 publications

(29 reference statements)

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“…We developed five modules of curriculum materials in each of three domains: social communication, self‐determination, and working with others. These domains are supported in the literature (Hendricks & Wehman, ; Neary, Gillmore, & Ashburner, ; Wehman, Schall, Carr et al, ; White et al, ). Figure provides an overview of the areas covered by the curriculum, and the module‐by‐module fidelity checklists available in Supporting Information provide more detail of the session structure and module content.…”

Section: Methodssupporting

confidence: 52%

“…Intervention programs developed for transition‐age people with ASD that promote aspects of self‐determination include the pioneering competitive employment internship program Project SEARCH plus ASD Supports (Wehman, Schall, McDonough et al, , Wehman et al, , RCT), and a college transition support program STEPS (White et al, , RCT ongoing). Both of these programs are embedded in the secondary/higher education systems, and Project SEARCH takes place through a 9‐month job training program at a partnering community business; therefore they require substantial institutional resources and participation and do not apply to adults with ASD who have left high school.…”

Section: Introductionmentioning

confidence: 99%

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Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

2018

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Few evidence-based services exist for people with Autism Spectrum Disorder (ASD) as they transition into adulthood, particularly those that foster appreciation of one's own goals and strengths. We developed a transition service for adults with ASD (without Intellectual Disability), and conducted a randomized controlled trial (RCT) focusing on self-report of Quality of Life and Self-Determination outcomes. Thirty participants aged 18-29 were randomized to immediate or delayed intervention, with 26 participants analyzed after 4 were lost to follow-up. Curriculum was tailored to participants' selfexpressed needs in three areas: social communication, self-determination, and working with others. Groups of four-to-six participants with ASD and two facilitators met weekly for 10 weeks. Positive intervention effects were observed on selfreport of Quality of Life; the intervention group scored on average 2 points higher than the control group, 95% CI [−0.2, 3.9]. Positive effects were also observed on the Self Determination Scale (Interpersonal Cognitive Problem-Solving subdomain), where the intervention group scored 2 points higher than control group 95% CI [0.082, 3.4]. In addition, participants rated skills targeted by the curriculum 6 points higher after versus before intervention, 95% CI [3.7, 8.6]. This was echoed by a subset of parents rating their child's skills as seven points higher after versus before intervention, 95% CI [1, 14].Lay Summary: These findings indicate that it is possible to increase Self-Determination and subjective Quality of Life in adults with ASD through a brief group-format service, and provide a model for doing so. Self-Determination abilities are linked to improved adult outcomes in individuals with other disabilities. These often overlooked factors should be incorporated in programming for adults with ASD as they transition to adulthood.

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Section: Methodssupporting

confidence: 52%

Section: Introductionmentioning

confidence: 99%

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

2018

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“…In line with Shmulsky et al (2017), we suggest that caregivers or tutors and students who are planning for college should assess EF to identify strengths and areas of concern, which can also be shared with relevant disability service offers, counselors or consultants in higher education, to maximize successful transition. Just like in the Stepped Transition in Education Program for Students with ASD (STEPS; White et al 2017) EF can possibly be improved by teaching effective problem-solving and goalsetting skills. Additionally, according to Hillier et al (2018), support groups with fellow ASD students, consisting of weekly meetings addressing common challenges experienced by students in university settings, enhance success for students with autism.…”

Section: Discussionmentioning

confidence: 99%

Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students

Dijkhuis

Sonneville

Ziermans

et al. 2020

J Autism Dev Disord

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Many students with autism spectrum disorders (ASDs) attending higher education drop out prematurely. The predictive value of self-reported daily executive functioning (EF) and (cognitive) performance-based EF (mental flexibility and working memory) for academic progress was evaluated in 54 young adults with ASD (M age = 22.5, SD = 2.4, 72% male). Regression analyses showed that autism symptom severity explained 12% of variance in academic progress, which was raised to 36% by adding self-reported daily EF, and to 25% by adding performance-based EF. It is suggested that EF is a candidate marker for academic progress in higher education students with ASD and a candidate target for early intervention.Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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“…In other countries, given the increase in the number of students with developmental disabilities attending higher education institutions, the importance of such institutions providing transitional support has been pointed out. 20,21 In Australia, mental health nurses and university staff are working to develop and evaluate programs to support transitioning to college for students with autism who have the capacity for higher education. 22 Thus, there is a need to promote longitudinal education support by higher education institutions.…”

Section: Discussionmentioning

confidence: 99%

Relationship Between Difficulties Encountered in School Life or Daily Life by Professional Training College Students and Their Sources of Advice

Fujihara

Yoshioka

2020

Yonago Acta Med.

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Background This study attempted to clarify issues regarding difficulties in school life perceived by professional training college students and educational support systems for students including possible developmental disabilities. Methods We surveyed 953 students enrolled at 9 professional training colleges in Japan by using an anonymous self-administered questionnaire to investigate difficulties during school life, help-seeking preferences, and self-esteem. Difficulties were investigated by using the Self-Cognitive Difficulties Scale, help-seeking preferences were assessed with the Help-Seeking Preferences Scale, and self-esteem was assessed by the Rosenberg Self-Esteem Scale. We also investigated the relationship between the Self-Cognitive Difficulties Scale and the sources of advice used by students. Results Responses were obtained from 863 students, and those of 775 students were considered to be valid. In terms of learning scenarios, 271 students (35.0%) responded that written examinations caused the most difficulties. The Rosenberg Self-Esteem Scale and Help-Seeking Preferences Scale were negatively correlated with the Self-Cognitive Difficulties Scale. With respect to the relationship between sub-factors of the Self-Cognitive Difficulties Scale and sources of advice, the students who asked specialists for advice had significantly higher scores for the factors of interpersonal relationships and reading/writing, as well as significantly higher scores for impulsivity and learning-related difficulties. The students who asked their previous high school teachers for advice had significantly higher scores for inattention and reading/writing. Furthermore, the students who asked senior students in the same department for advice had a significantly higher score for learning-related difficulties. Conclusion Our results suggested that professional training college students with a high Self-Cognitive Difficulties Scale score are more likely to choose a specialist as the source of advice. When providing educational support to professional training college students, it is important to consider the possibility that their sources of advice might differ depending on their individual self-perceived difficulty characteristics.

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Development of a College Transition and Support Program for Students with Autism Spectrum Disorder

Cited by 130 publications

References 27 publications

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self‐Determination and Quality of Life

Autism Symptoms, Executive Functioning and Academic Progress in Higher Education Students

Relationship Between Difficulties Encountered in School Life or Daily Life by Professional Training College Students and Their Sources of Advice

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