Abstract
This paper presents the functionality, impact and satisfaction of a self-management web-based or mobile application student support program (i.e., College Connect) for post-secondary students with Autism Spectrum Disorder (PSS-ASD) in the United States. Five professionals and four successful college graduates with ASD evaluated College Connectand completed an intervention satisfaction rating and an ePlatform performance questionnaire. College Connect and ePlatform function was modified based on reviewers’ feedback. Following modification, the program was piloted with three high school seniors and one freshman at a two-year college with ASD. Results pointed toward strengths and limitations of the program protocol and future directions.
Highlights
Many young adults with Autism Spectrum Disorder (ASD) are intellectually capable of pursuing college degrees, a high percentage either do not enroll in or do not graduate from two-year or four-year institutions (Wei et al, 2013; Snyder, 2016)
Academic and non-academic areas of need among potential or newly enrolled postsecondary students with ASD are varied and include challenges with new situations, unexpected changes, social relationships, information processing, time management, and disclosure as well as issues related to loneliness, anxiety, and depression (Anderson et al, 2017; Gelbar et al, 2015; Jackson et al, 2018; Van Hees et al, 2015)
As noted by Shmulsky et al (2015) transitional programs and coordination of other student support services may be critical to retention and success
Summary
Many young adults with Autism Spectrum Disorder (ASD) are intellectually capable of pursuing college degrees, a high percentage either do not enroll in or do not graduate from two-year or four-year institutions (Wei et al, 2013; Snyder, 2016). Studies that examine web-based or mobile app support programs for potential or enrolled post-secondary students with ASD are sparse. Academic and non-academic areas of need among potential or newly enrolled postsecondary students with ASD are varied and include challenges with new situations, unexpected changes, social relationships, information processing, time management, and disclosure as well as issues related to loneliness, anxiety, and depression (Anderson et al, 2017; Gelbar et al, 2015; Jackson et al, 2018; Van Hees et al, 2015) To address these issues, programs can include information and support to offset challenges and target individual needs and accommodations.
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