Social Support in Postsecondary Students with Autism Spectrum Disorder

Ncube, Busisiwe L.; Shaikh, Komal T.; Ames, Megan E.; McMorris, Carly A.; Bebko, James M.

doi:10.1007/s11469-018-9972-y

Cited by 14 publications

(13 citation statements)

References 37 publications

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“…Five programs surveyed outcomes related to social support, feelings of belonging, and social integration. Findings related to social support are mixed as Ncube et al 70 reported nonsignificant pre/post changes in social support; whereas Gillespie-Lynch et al 68 reported increases in levels of social support pre/post intervention. Ashbaugh et al 67 also reported increased involvement in extracurricular actitivities, community-based activities, and interactions with peers among their participants.…”

Section: Effectiveness Of Identified Peer Mentoring Programsmentioning

confidence: 99%

“…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.…”

Section: Effectiveness Of Identified Peer Mentoring Programsmentioning

confidence: 99%

“…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. Autism traits.…”

Section: Effectiveness Of Identified Peer Mentoring Programsmentioning

confidence: 99%

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

Duerksen

Besney

Ames

et al. 2021

Autism in Adulthood

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Background: The number of autistic individuals attending college or university is increasing, yet graduation rates are low as postsecondary environments often fail to support autistic students' individual needs. Peer mentorship programs are emerging as a promising approach for providing individualized, one-on-one support to meet this service gap for autistic postsecondary students. However, no literature has systematically described these programs. Methods: We conducted a systematic review that described existing peer mentorship programs for autistic students in postsecondary education as well as their effectiveness. Results: Our search of five databases found nine unique programs that were evaluated in 11 peer-reviewed articles. Programs reported positive outcomes in various domains, which included social skills, academic performance, and sense of belonging. The evidence for these programs was primarily qualitative, sample sizes were small, and there was considerable heterogeneity in the format, provision, and goals of these programs, as well as the evaluation methods used. Conclusions: Overall, the state of the research related to the efficacy of peer mentorship programs for autistic students remains in its infancy, and further research is needed to quantify effectiveness and enable program comparisons.

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Section: Effectiveness Of Identified Peer Mentoring Programsmentioning

confidence: 99%

Section: Effectiveness Of Identified Peer Mentoring Programsmentioning

confidence: 99%

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

Duerksen

Besney

Ames

et al. 2021

Autism in Adulthood

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“…The Application of Skills and Knowledge (ASK) model focuses on observable, potentially malleable components that contribute to positive social interactions. Recent studies engaging stakeholders have highlighted barriers to successful community engagement for autistic adults, ranging from a lack of skills or knowledge required to navigate social interactions in different contexts, to difficulties applying knowledge in real-life situations (e.g., Ncube et al, 2019). Building off this research and theories of social competence (Rose-ASK Model of Social Performance 4 Krasnor, 1997), we posit that social performance is an essential feature of adult social functioning that has been drastically understudied.…”

Section: Short Report: the Application Of Skills And Knowledge (Ask) mentioning

confidence: 99%

“…Moreover, currently available measures of social competence do not adequately differentiate between different reasons for poor performance (e.g., the lack of skill or knowledge vs. difficulties with timing, fluency, flexibility of application). For ASK Model of Social Performance 5 example, even when autistic adults have requisite knowledge or skills, they may still have difficulty implementing this knowledge and skills in real-world interactions (Ncube et al, 2019). The resulting impairment may be alleviated or exacerbated by the supports in place in that environment.…”

Section: Differentiating Social Performance From Social Competencementioning

confidence: 99%

Brief Report: The Application of Skills and Knowledge (ASK) model: A novel conceptualization of social performance to guide instrument development and advance adult autism research

Bal¹,

S²,

Hartley³

et al. 2021

Preprint

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Current conceptualizations of social competency often focus on value judgments (e.g., appropriateness) that are influenced by a combination of individual and environmental factors, such as a social partner’s understanding of autism. We posit that social performance is an understudied, but critical contributor to adult social functioning and present the Application of Skills and Knowledge (ASK) model to stimulate research in this area. The ASK model aims to separate social performance from other factors that may promote or adversely impact social functioning, therefore allowing for identification of treatment targets that do not solely rest on the individual. This framework can be used to accelerate future instrument and intervention development efforts to support well-being and community participation for autistic adults.

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Fostering social connectedness among adolescents and adults with autism: A qualitative analysis

Tomfohrde

Hudock

Kremer

et al. 2022

Psychology in the Schools

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Autism spectrum disorder (ASD) impacts approximately 1 in 44 children in the United States. Common characteristics of ASD are marked deficits in communication and social connectedness. As autistic children approach adolescence, there is a lack of interventions available to them. Mentoring can provide adolescents with a relationship that facilitates social connectedness with another person who has a shared life experience, filling a gap in services. The Autism Mentorship Program (AMP) was designed to provide autistic adolescents a meaningful relationship with an autistic young adult. Via participation in focus groups, mentees (n = 5), mentors (n = 6), and parents of mentees (n = 6) shared their experience of participating in an afterschool, youth mentoring intervention. Themes were developed from an open coding procedure. Results showed that AMP was associated with helping mentees find social connection within their mentoring relationship and among the group of mentees. Mentors also reported mutual benefits in social connectedness. Perceived benefits of the program, including improved academic performance, and suggestions for future programming are reported. AMP appears to be a promising program that provides social benefits for adolescents with ASD who may have few options for this type of support.

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Social Support in Postsecondary Students with Autism Spectrum Disorder

Cited by 14 publications

References 37 publications

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

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

Brief Report: The Application of Skills and Knowledge (ASK) model: A novel conceptualization of social performance to guide instrument development and advance adult autism research

Fostering social connectedness among adolescents and adults with autism: A qualitative analysis

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