UI REACH: A Postsecondary Program Serving Students with Autism and Intellectual Disabilities

Hendrickson, Jo M.; Carson, Rori; Woods-Groves, Suzanne; Mendenhall, Janis; Scheidecker, Bethany

doi:10.1353/etc.2013.0039

Cited by 21 publications

(7 citation statements)

References 19 publications

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“…As the population of individuals with ASD entering postsecondary education is predicted to grow exponentially in the next decade, it is necessary that researchers and clinicians alike develop a better understanding of the characteristics and service needs of this population. Indeed, the identification of potential treatment targets may help to maximize the likelihood of successful completion of postsecondary education, and the resulting increased likelihood of better long‐term income and employment [Hendrickson, Carson, Woods‐Groves, Mendenhall, & Scheidecker, ]. Using the largest sample of incoming college freshmen self‐reporting a diagnosis of ASD to date, the current report explored the psychosocial domains critical to success in postsecondary education (i.e., self‐regulated learning and intellectual self‐confidence, psychological health, and interpersonal self‐confidence).…”

Section: Discussionmentioning

confidence: 99%

Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender

Sturm

Kasari

2019

Autism Research

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There is a pressing need to better characterize the college-bound population of individuals with autism spectrum disorder (ASD), as prior studies have included small samples, consisting of individuals who are either recruited due to diagnosis or are treatment seeking. As postsecondary institutions look to respond to the growing need for support services for individuals with ASD, insights derived from large, population-based samples is a necessity. The current study included a sample of over 2000 incoming postsecondary students who self-identified with ASD as a part of surveys distributed by institutions nationally. The impact of heterogeneity (gender, comorbid attention-deficit/hyperactivity disorder [ADHD], and/or learning disability) on demographic characteristics, and psychosocial (psychological health, interpersonal self-confidence) and academic (self-regulated learning, intellectual self-confidence) domains critical for success in postsecondary education were compared to a matched sample of students with ADHD or no diagnoses. College-bound students with ASD broadly endorsed similar rates of ADHD, LD, and psychological disorder comorbidity to clinic-referred samples, and were more similar than different from their typically developing peers. A comorbid diagnosis of ADHD was associated with greater academic disengagement. Females with ASD and those with any comorbid disorder were more likely to self-report poorer psychological health. Findings revealed that self-reported levels of functioning in critical domains differed by self-reported comorbid disorders and gender. Findings have implications for targeted support service recommendations based on unique sources of heterogeneity (e.g., gender, presenting comorbid disorders) and are detailed in the current study. Autism Res 2019, 12: 931-940.Lay Summary: College-bound students with ASD feel academically competent; however feel less confident with their peers. Students with ASD and another diagnosis (e.g., ADHD, learning disability) and girls with ASD may be particularly at risk of experiencing poorer psychological health while enrolled in postsecondary education. Using this information, postsecondary institutions can provide more targeted support services to students with ASD enrolled in postsecondary education.

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Section: Discussionmentioning

confidence: 99%

Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender

Sturm

Kasari

2019

Autism Research

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“…Nineteen studies involved the formal evaluation of an intervention, service, or program [13, 17, 18, 22, 24-26, 28-32, 34, 35, 38, 39, 41, 50, 63]. Nine were about employment [13, 17, 18, 22, 24-26, 28, 29], five about postsecondary support programs [30,32,34,35,63], and five about social participation [31,38,39,41,50].…”

Section: Distribution Of Topics and Aimsmentioning

confidence: 99%

“…Seven studies solely used qualitative methods [36,44,49,53,55,58,59] and two used mixed methods [23,35]. Three of the 48 studies did not report the distribution of males and females [21,30,63]. The mean percentage of males was 78.5% in studies using large administrative or survey datasets and 65.8% in the remaining studies.…”

Section: Diverse Approaches To Study Design Wide Variability In Sampmentioning

confidence: 99%

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Services for Adults With Autism Spectrum Disorder: a Systems Perspective

Shattuck

Garfield

Roux

et al. 2020

Curr Psychiatry Rep

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Purpose of Review We review original research about services for adults on the autism spectrum published from January 2013 through December 2018. The main aim is to characterize the topical and methodological aspects of research about services. We review research on services related to employment, living in the community, and social participation. We compare our results with those from a similar review published in 2012 to assess progress and identify where new directions in research about services for adults with autism are needed. Recent Findings We found the evidence base about services for adults on the autism spectrum remains very small and highly variable in aims and methods. There is wide variability in methods used to define sampling frames and recruit participants. Most studies focus on employment. Almost no studies examine the overall ecosystem of services serving autistic adults. Few studies use a conceptual framework for understanding access to, or improvement of, services. Summary The small size of the extant research coupled with inconsistent quality prevents the accumulation of new knowledge in ways that would significantly inform the improvement of systems of care for the growing population of adults on the autism spectrum.

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“…Reports from the National Autism Indicators Report (Roux et al, 2015) reveal that approximately 50,000 youth with ASD exit high school each year, and some will explore post-secondary education options. Postsecondary education is critical for improving life outcomes for individuals with disabilities, including ASD, and often results in improved income, self-confidence, skill building and better employment opportunities (Ashbaugh et al, 2017;Hendrickson et al, 2013). However, while many adolescents with ASD and their families have post-secondary aspirations, significant concerns arise surrounding the ability of post-secondary institutions to meet the needs of students with ASD (Camarena and Sarigiani, 2009).…”

Section: Introductionmentioning

confidence: 99%

Increasing social engagement among college students with autism

Fairchild¹,

Powell

Gadke

et al. 2020

AIA

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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.

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UI REACH: A Postsecondary Program Serving Students with Autism and Intellectual Disabilities

Cited by 21 publications

References 19 publications

Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender

Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender

Services for Adults With Autism Spectrum Disorder: a Systems Perspective

Increasing social engagement among college students with autism

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