Mentoring University Students with ASD on Campus: A Supplemental Program Model

Autor/in	Rowe, Tara M. L.
Titel	Mentoring University Students with ASD on Campus: A Supplemental Program Model
Quelle	In: Journal of College Reading and Learning, 52 (2022) 2, S.97-112 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowe, Tara M. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2033647
Schlagwörter	Students with Disabilities; Autism; Pervasive Developmental Disorders; College Students; Mentors; Student Needs; Success; Peer Influence; Training; Grade Point Average; Interaction; Peer Relationship; Program Effectiveness; Student Attitudes; Florida + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Collegestudent; Erfolg; Ausbildung; Interaktion; Peer-Beziehungen; Schülerverhalten
Abstract	The number of students with autism spectrum disorders (ASD) attending institutions of higher education continues to increase while typical accommodations provided by campus disability service offices often remain unchanged. Based on the unique characteristics associated with ASD, the need for supports and "soft accommodations" continues to rise at an alarming rate. The purpose of this paper is to describe how one program used peer mentoring as an intervention to increase student success for university students with ASD. With these identified areas of need, Transition to Healthiness, Resourcefulness, Independence, Vocation, and Education (THRIVE) was created in early 2012 to provide supplemental supports, including mentoring, for degree-seeking students with ASD attending a 4-year university. Specific strategies such as peer mentoring, mentor selection, and mentor training are discussed. Data results for 18 First Time In College (FTIC) new participants in the THRIVE program during the 2018-2019 year indicated increased student GPAs from 1st semester to 1st year with an average GPA of 3.36 after one year (Fall + Spring + Summer semesters). Additional results include reported positive social interactions and high levels of student engagement with peer mentors. One major finding of the data analysis includes identification of peer mentoring as an effective resource for university students with ASD. Development of similar mentor programs in higher education are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01