Increasing social engagement among college students with autism

Abstract

Purpose Many university-based services for individuals with autism spectrum disorder (ASD) have incorporated peer mentorship programs; however, the research on the success of these programs to increase social engagement is extremely limited. This study aims to examine the effectiveness of a peer mentor program, both alone and combined with an incentive program, on increasing the social engagement of college students with ASD. Additionally, the perceptions of college students with ASD were also examined to determine potential barriers to participate in these social events. Design/methodology/approach A component analysis was used to determine what intervention component or combination of components, was most effective in increasing the social engagement among college students with ASD. The number of students during each component was totaled and averaged across the number of social events held during that phase. A survey regarding barriers to social engagement was also provided. Findings Results suggest that both the peer mentor program alone, as well as the peer mentor program in conjunction with an incentive program, were effective at increasing students’ attendance at weekly supervised social events. Results from the survey regarding barriers to social engagement revealed that the majority of students reported difficulties managing time to fit social events into their schedule. Originality/value To the knowledge, the use of peer-mentoring programs combined with an incentive program on increasing social engagement has not yet been investigated. Further, perceptions of the use of these programs by college students with ASD is relatively limited.

Supporting Autistic Adults in Postsecondary Settings: A Systematic Review of Peer Mentorship Programs

“…18 Autistic students have also identified a desire for group time that is purely social, 18 which several peer mentorship programs included as a component of their program. 63,64 Overall, the peer mentorship programs reviewed in this article allow for more flexibility in terms of focus and format than traditional postsecondary accommodations. Thus, it is clear that peer mentorship programs have the potential to meet several of the identified support needs of autistic postsecondary students.…”

“…65 Gillespie-Lynch et al 66 reported reduction in the severity of autistic symptoms in the spring semester (2013), but not the fall semester (2013), data collection. Thompson et al 63 reported significant improvements in social awareness, communication, and motivation (i.e., dimensions of social responsiveness) among participants.…”

“…Programs varied with regard to whether group events were social in nature or skills/strategy based. For example, several programs noted group events were primarily social in nature, 19,63,64 whereas the Building Bridges, Project REACH program primarily involved structured, standardized group meetings focused on skills building (i.e., advocacy, social skills). 67 One program from the United States provided intensive social planning interventions led by a clinician.…”

“…Most studies used a quantitative and qualitative mixed-methods design; only two were solely qualitative in nature, 22,61 and two were solely quantitative in nature. 63,67 Quantitative analyses included providing descriptive information, 18,64,70 and pre/post analyses. 67,70 Although constructs measured varied across studies, results for common assessments are described next.…”

Enhancing the social networks of adults with ASD: a low level community intervention

“…Various studies have noted the poorer quality of life experienced by adult persons with autism; notably increased mental health problems, low employment and poor social integration (Ayres et al , 2018; Howlin and Magiati, 2017). Nonetheless evidence is growing that quality of life improvements is associated with increased informal social support and membership of support groups (Tobin et al , 2014); participation in social skills training (Gates et al , 2017), opportunities for self-determination (Kim, 2019), developing friendships and social networks particularly with other autistic people (Milton et al , 2018; Sosnowy et al , 2019; Crompton et al , 2020) and peer mentoring (Fairchild et al , 2020).…”