Date of Award
2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy in Psychology
Specialization
Clinical Psychology
Department
Psychology
First Advisor
Ellen Flannery-Schroeder
Abstract
The diagnosis of individuals on the autism spectrum (AS) has received international attention in recent years. This is partly due to the potentially distressing and challenging barriers individuals and their families face as well as a rise in prevalence rates (Weiss & Rohland, 2014). Research has indicated an increase in individuals on the AS, making it one of the fastest-growing diagnosed disabilities in children (Hartley-McAndrew et al., 2014). Current estimates from the U.S. Centers for Disease Control (CDC) place the diagnostic rate of autism spectrum disorder (ASD) at approximately 1 in 36 children (Maenner et al., 2023). Paralleling this reported prevalence, educational researchers and college personnel have noted an increase in the number of individuals on the AS entering post-secondary school (Hotez et al., 2018; Pinder-Amaker, 2014; Weiss & Rohland, 2014).
Attending college can present a considerable set of social and educational challenges for any young adult, but this transition may be potentially exacerbated for students on the AS. As such, universities offer resources for students on the AS. For example, the website www.collegeautismspectrum.com (retrieved 2/26/2021) lists 65 colleges and universities in the United States currently offering specialized programs designed to integrate students on the AS into their selected school. Unfortunately, many of the support programs identified use a fee-for-service model charging additional fees to students on the AS and families not paid by their neurotypical peers. At the University of Rhode Island (URI), START URI is a full-year no fee program designed to prepare first-year students on the AS for academic success, promote personal and social development, and cultivate connectedness to the URI community. The current study aimed to determine the feasibility and effectiveness of the college transition program (START URI) tailored for emerging adults on the AS at URI and to conduct exploratory analyses of students’ perceptions on what was useful and not useful about the program. In the study, 20 full-time URI students on the AS participated in the START program over a one-year period of time. Students completed pre-program and post-program measures. Results of paired sample t-tests indicated that students reported increased use of adaptive coping skills (use of emotional support, positive reframing, acceptance, religion, humor, active coping, planning, use of instrumental support), reduced symptoms of anxiety, increased disability identity, and increased academic self-efficacy from pre-program to post-program. Exploratory analyses were conducted to assess students' perceptions of the program, with students noting strengths (i.e., learning coping skills, peer support, improved communication, and an inclusive environment) and areas for further program development (i.e., adding workshops focused on executive functioning, academic support, and structured social activities). Overall, these preliminary findings suggest that the START URI program is feasible and acceptable. Due to the small sample size, future research is necessary to strengthen the preliminary findings and bolster the effectiveness of this program to enhance positive outcomes for students on the AS in their higher education environments and beyond.
Recommended Citation
Musella, Katharine, "DEVELOPING A TRANSITION PROGRAM FOR COLLEGE STUDENTS ON THE AUTISM SPECTRUM" (2024). Open Access Dissertations. Paper 1664.
https://digitalcommons.uri.edu/oa_diss/1664