Campus-Based Autism Spectrum Disorder Support Programs: Predictors of College Students’ Intentions to Participate

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL

Focus on Autism and Other Developmental Disabilities Pub Date : 2024-01-06 DOI:10.1177/10883576231221781

McKenna M. Halverson, Sara E. Lowmaster

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Abstract

Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to college. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to participate in an autism spectrum disorder-specific living and support program. Undergraduate students ( N = 210; 83% females, Mage = 18.9 years, SD = 1.2) completed questionnaires assessing personality characteristics, acceptance of individuals with disabilities, and intrinsic and extrinsic motives for potential participation. Results suggest that participants would be highly motivated to participate if course credit toward their major or monetary incentives were offered. In addition, a history of contact with autistic individuals and agreeableness emerged as the most robust predictors of students’ intention to participate. Findings from this study may improve inclusivity on college campuses.

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校园自闭症谱系障碍支持计划：大学生参与意愿的预测因素

在帮助自闭症学生向大学过渡的校园生活和支持项目中，同伴导师发挥着至关重要的作用。然而，对潜在同伴辅导员的特征以及为此类项目配备人员所需的激励措施的研究却十分有限。本研究评估了大学生的特征与他们参与自闭症谱系障碍生活和支持项目的意愿之间的关系。本科生（N = 210；83% 为女性，年龄 = 18.9 岁，SD = 1.2）填写了调查问卷，评估了个性特征、对残疾人的接受程度以及潜在参与的内在和外在动机。结果表明，如果提供课程学分或金钱奖励，参与者参与的积极性会很高。此外，与自闭症患者的接触史和合群性是预测学生参与意愿的最有力因素。这项研究的结果可能会改善大学校园的包容性。

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来源期刊

Focus on Autism and Other Developmental Disabilities Multiple-

CiteScore

3.50

自引率

5.00%

发文量

期刊介绍： Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal’s editorial staff seeks manuscripts from diverse philosophical and theoretical positions.