Preparing for University Life: A Program Evaluation

Background:  Adolescents and young adults on the autism spectrum are attending university in rapidly increasing numbers. While academically many excel, social and executive functioning challenges, as well as severe anxiety can impede their success. Preparing high school students in advance for the realities of university life, the academic expectations, the social challenges, and the many ways in which university differs from high school is crucial preparation for this transition.

Objectives:  This study aimed to evaluate the efficacy of a college preparation mentoring program for high school students with autism spectrum disorders.

Methods:  Forty-seven adolescents (39 Males, 8 females) between the ages of 16 and 22 years (average age: 18 years) participated in a 6-week college preparation mentoring program. Nine cohorts completed the program over a four year period. Program sessions were an hour once a week and participants met on a university campus with a current university student who served as a mentor. The program curriculum consisted of a range of topics including time management, campus support services, choosing a major, class schedules, and socializing on campus. Activities included a campus tour, visiting a dorm, and attending a lecture. Participants completed a questionnaire before and after the program consisting of both quantitative (Likert scale) and qualitative items.  

Results:  Responses on the questionnaire indicated significant positive outcomes in a number of areas following participation in the program. On the quantitative Likert scale questions, participants reported a significantly greater understanding of what to expect at university, were looking forward to attending university to a significantly greater extent, indicated significantly improved knowledge of how things work at university, how to access support services, and what a lecture will be like. Concern about their performance at university was not alleviated however. There was not a significant change in responses to how worried they felt about going to university, and they were slightly more worried that they might not do well academically (perhaps reflecting a more realistic perspective of university level expectations). Positive outcomes were supported in the qualitative responses to open ended questions. In categorizing responses, participants mentioned social concerns less frequently at the end of the program, were less concerned about the dorms, had a better understanding of available support services, and felt better prepared for university.

Conclusions:  Our university preparation program was successful in helping high school students with ASD improve their understanding, knowledge, and enthusiasm regarding transitioning to university. The program model has a number of key advantages including the cost effectiveness and the inclusion of peers as mentors for the program participants. Qualitative responses on the evaluation questionnaire clearly articulated the effectiveness of having a “real student” explain the realities of university life. We hope this model will be replicated at other universities and ultimately improve the success and retention of young adults with ASD in academia.