Increasing social integration for college students with autism spectrum disorder.
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Increasing numbers of individuals with Autism Spectrum Disorder (ASD) are entering postsecondary education; however, many report feeling lonely and isolated. These difficulties with socialization have been found to impact students' academic success, involvement within the university, and overall well being. Therefore, the purpose of this study was to assess, within the context of a multiple-baseline across participants design, whether a structured social planning intervention would increase social integration for college students with ASD. The intervention consisted of weekly meetings to plan social activities around the student with ASD's interests, improve organizational skills, and target specific social skills. Additionally, each participant had a peer mentor for support during the social activities. The results showed that following intervention all participants increased their number of community-based social events, extracurricular activities, and peer interactions. Furthermore, participants improved in their academic performance and satisfaction with their college experience. Results are discussed in regards to developing specialized programs to assist college students with ASD.
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Some small studies with Autistic students reported increases in GPA.
“Some small studies with Autistic students reported increases in GPA (Ashbaugh et al., 2017; Kern Koegel et al., 2013; Ness, 2013).”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Ashbaugh et al., 2017
Small-scale peer-mentoring interventions aimed at helping autistic students with social skills noted some increase in attendance at community-based social events and informal social activities.
“Small-scale peer-mentoring interventions aimed at helping autistic students with social skills noted some increase in attendance at community-based social events and informal social activities (Ashbaugh et al., 2017).”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Ashbaugh et al., 2017
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Williams, L. W., Bush, H. H., & Fishbein, L. (2019) · Autism and child psychopathology series · doi:10.1007/978-3-030-13027-5_11 · Cited by 1 · see citing works
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Koegel, L. K., Ponder, E., Nordlund, K. S., & Koegel, B. L. (2022) · Autism and child psychopathology series · doi:10.1007/978-3-030-96478-8_12 · Cited by 1 · see citing works
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Reward Neurocircuitry in Autism Spectrum Disorder
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- Authors
- Ashbaugh, K., Koegel, R. L., & Koegel, L. K.
- Affiliations
- University of California, Santa Barbara (US)
- Venue
- Behavioral Development Bulletin
- Published
- 2017-04
- Volume
- 22
- Issue
- 1
- Pages
- 183-196
- ISSN
- 1942-0722 (ISSN-L)
- PMC
- PMC5476317
- OpenAlex
- W2582287811
- Cited by
- 113
- References
- 31
- Citations by year
- 2026: 4 · 2025: 13 · 2024: 16 · 2023: 16 · 2022: 14 · 2021: 20 · 2020: 11 · 2019: 10 · 2018: 7 · 2017: 2
- FWCI
- 4.71
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Behavioral Development (publishedVersion, other-oa)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (R01MH028210, R10MH028210)
- National Institute on Deafness and Other Communication Disorders (R34DC010924)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- autism spectrum disorder, university students, social integration, peer mentoring, social skills, loneliness, social isolation, organizational skills, academic performance, extracurricular activities
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