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

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.

KEYWORDS:

• Autism spectrum disorders (ASD)
• peer mentoring
• first time in college (FTIC)
• retention

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Tara M. L. Rowe

Tara M. L. Rowe received her BA degree in Exceptional Student Education and Med degree in Disability Services with a concentration in Applied Behavioral Analysis from the University of North Florida. Dr. Rowe also received her EdD from the University of North Florida in Educational Leadership. Her experience includes working as an adjunct instructor for the College of Education and Human Services as well as serving as the associate director for the Student Accessibility Services (SAS) department, which oversees the THRIVE program, a transition program for matriculating students with ASD. Her research interests include self-determination, students with disabilities, developing mentor programs, leadership, and graduation and employment success for individuals with disabilities. She can be reached by e-mail at: [email protected].