Evaluation of the York University Asperger Mentorship Program

Background: In recent years, the number of students with an autism spectrum disorder (ASD) pursuing post-secondary education has significantly increased. A survey exploring the student population of eighty American universities found that on average, ten students per year identify themselves as having an ASD. Although many students with an ASD are able to excel academically, services provided by most universities do not address the particular social difficulties these students face. The AS Mentorship Program was developed to address these issues and to help students with Asperger syndrome (AS) navigate the social and academic framework of York University’s campus life. The AS Mentorship Program is a multifaceted service for students diagnosed with AS. Broadly, the program is comprised of two parts: 1) weekly or bi-weekly, one-to-one meetings with a mentor who provides individualized support; and 2) group meetings/social events which provide students with a safe environment to meet other students with AS, as well as an opportunity to create a peer group within the university setting. Therefore, the AS Mentorship Program aims to: 1) help students build a social network/ peer group within the university community; and 2) provide a supportive environment for university students with AS.

Objectives: The purpose of the present study is to critically evaluate this peer to peer AS Mentorship Program. Through qualitative and quantitative methods, the current study examines the effectiveness of the AS Mentorship Program in meeting the students’ needs and if the program is achieving the goals and objectives previously mentioned.

Methods: At the beginning of the academic year (or upon entrance into the program), students complete an initial interview with their individual mentor, as well as three questionnaires (the Social Provisions Scale, the Social Support Questionnaire and the Interpersonal Support Evaluation List). Whereas the interview asks students specifically about their strengths, weaknesses and goals in the AS Mentorship Program, the questionnaires ask students to quantify their feelings of belonging and acceptance in the university setting. Students are given a similar interview and questionnaires at the end of the academic year. Qualitative analyses are used to assess student satisfaction with the mentorship program, specifically how much the program met their individual needs, as well as some areas of strength and recommended improvements. Analyses also examine potential changes in feelings of belonging, acceptance and support in the university setting at the end of the academic year.

Results: Currently, twelve students diagnosed with an ASD, most commonly Asperger syndrome, are participating in the AS Mentorship Program and have completed the initial interview and questionnaires. Data analysis of interviews and questionnaires will be updated at the end of the academic year.

Conclusions: Results of the present study will inform the future development of the AS Mentorship Program, as well as help to provide quality services to address the needs of students with AS in the university setting.