Overview and Evaluation of a Mentorship Program for University Students With ASD

Abstract

The number of students with autism spectrum disorder (ASD) pursuing postsecondary education is increasing. A mentorship program was developed to help students with ASD navigate the social and academic framework of postsecondary campus life. The present study (a) provides information about a sample of university students with ASD and (b) evaluates satisfaction with the support provided. This is the first study in Canada to report on the experience of students with ASD and to evaluate this novel approach. Students (N = 23) provided demographic information in the fall and completed surveys evaluating their satisfaction at the end of each academic year. Since beginning the program, the number of students has increased by 200%. High levels of satisfaction were reported. The majority of students reported success in achieving personal goals in part due to their participation in the program. Results better inform the development of supports for students with ASD.

Applying the self‐determination theory to develop a school‐to‐work peer mentoring programme to promote social inclusion

“…Mentors also report that peer mentoring impacts their career interests, either confirming their chosen career interest or leading to a change in career goals towards professions working with individuals with disabilities (Beltman & Schaeben, 2012;Calder, 2004;Gilles & Wilson, 2004). Mentees with IDD who have participated in peer mentoring programmes at the college level report having a high number of social interactions with those without disabilities as well as improving their social skills, gaining independence and making new friends (Ames et al, 2016;Moore & Schelling, 2015). Mentees with IDD who have participated in peer mentoring programmes at the college level report having a high number of social interactions with those without disabilities as well as improving their social skills, gaining independence and making new friends (Ames et al, 2016;Moore & Schelling, 2015).…”

“…an inexperienced individual) in a new setting by providing role modelling, social support, guidance and counselling to enhance development in both career/academic and psychosocial outcomes (Kram, 1983;MacCallum & Beltman, 2003). Peer mentors serve as "coaches" who train and advocate for their mentees resulting in improved mentee academic/ vocational performance and social integration (Allen, McManus, & Russell, 1999;Ames, McMorris, Alli, & Bebko, 2016;Campbell & Campbell, 1997). Peer mentoring can be voluntary and informal in nature or mandatory as part of a formal sponsored peer mentoring programme (Cavell, Gregus, Craig, Pastrana, & Rodriguez, 2018;Terrion & Leonard, 2007).…”

“…Peer mentoring also provides mentors with a better understanding of how to interact with others, including interacting with and supporting individuals with IDD (Hamilton, Stevens, & Girdler, 2016;Kropp & Wolfe, 2018;Martin, Beardon, Hodge, Goodley, & Madriaga, 2008;Mavropoulou & Avramidis, 2012). Mentees with IDD who have participated in peer mentoring programmes at the college level report having a high number of social interactions with those without disabilities as well as improving their social skills, gaining independence and making new friends (Ames et al, 2016;Moore & Schelling, 2015).…”

A realist evaluation of peer mentoring support for university students with autism

“…Peer mentoring is one approach that has shown some promise in supporting university students with ASD (Ames et al, ; Hastwell et al, ; Roberts & Birmingham, ; Siew et al, ). Peer mentoring is mutually beneficial for both mentors and mentees (Jacobi, ).…”

“…When incorporated within university disability services, specialist peer mentoring can be holistic, collaborative and proactive for university students with ASD, and this has been proposed as a model of best practice (MacLeod & Green, ). Despite peer mentoring being utilised as an on‐going intervention strategy to assist students with ASD at university (Ames et al, ; McDonald et al, ; Roberts & Birmingham, ); it is unclear as to what environmental contexts are required, or the mechanisms that occur within the peer mentoring relationship. As such, this study aimed to explore the contexts required for peer mentoring of university students with ASD, the mechanisms that occur in peer mentoring and the outcomes of peer mentoring both for mentees and their mentors.…”