Supporting university students with autism spectrum disorder

• Published in: Autism : the international journal of research and practice Vol. 22; no. 1; pp. 20 - 28
• Main Authors: Hillier, Ashleigh, Goldstein, Jody, Murphy, Deirdra, Trietsch, Rhoda, Keeves, Jacqueline, Mendes, Eva, Queenan, Alexa
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.01.2018; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Academic staff; Anxiety; Autism; College Students; Cooperative Learning; Coping; Cost analysis; Counseling Services; Curricula; Depression (Psychology); Efficacy; Executive function; Focus Groups; Functional impairment; Goal Orientation; Goal setting; Group psychotherapy; Group work; Higher education; Interpersonal Communication; Interpersonal Competence; Intervention; Loneliness; Mental depression; Occupational stress; Outcomes of Treatment; Pervasive Developmental Disorders; Psychological Patterns; Qualitative Research; School Holding Power; Self Concept Measures; Self Esteem; Self report; Social anxiety; Social Isolation; Social skills; Social Support Groups; Statistical Analysis; Stress Management; Time Management; University students; Massachusetts; autism spectrum disorders; education services; qualitative research; adults; interventions—psychosocial/behavioral
• ISSN: 1362-3613; 1461-7005
• DOI: 10.1177/1362361317699584

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.