Stakeholder Perspectives on the Utility of a Web-Based Resilience Skills Building Program for Students with High Functioning Autism Transitioning to Postsecondary Education

Background: Despite cognitive strengths, individuals with high functioning autism (HFA) pursue college at much lower rates than their typically developing peers. Approximately 24% of individuals with autism spectrum disorder without intellectual disability report no regular educational or employment following high school (Taylor and Seltzer, 2011). Further, when these intellectually capable students pursue college, they tend to drop out prematurely(Glennon, 2001). A growing literature underscores the crucial role of resilience strategies for academic and social-emotional adjustment and persistence in postsecondary education (PSE) (Walton & Carr, 2012). The current lack of well-designed and accessible interventions to help students with HFA transition to PSE contributes to the marked under-education and under-employment experienced by these individuals, which in turn, negatively impacts their overall quality of life.

Objectives: To iteratively develop and conduct preliminary testing of a dynamic, customizable resilience and PSE transitioning program, Student Curriculum on Resilience Education for Students with HFA (SCoRE-Propel), designed for unique learning and social-emotional characteristics of students with HFA.

Methods: Usability testing of SCoRE and semi-structured interviews were conducted. Students preparing for the entry to PSE or those in programs less than 1 year and their parents (n=12 pairs) reviewed SCoRE in their homes for 2 weeks. The online platform delivers instruction on specific skill domains through a combination of video presentation styles (motion graphics animations, illustrations, and video modeling). Interactive exercises provide individualized feedback and reports based on user responses. After reviewing the program, participants met with research staff individually to give feedback on the usability of the program, and online delivery platform using a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). Participants provided qualitative responses on the program and their understanding of issues related to the successful transition to college.

Results: Data analysis is ongoing. Preliminary results show both parents and students found the program components to be of high quality and value as well as a highly usable intervention package (mean ratings > 4). Semi-structured interviews showed that 57% of parents of high school students are unsure how to find resources at colleges, 43% had yet to discuss with their child how or if to disclose diagnosis to college, and 100% had not college finances with child. Parents of college students (100%) thought college personnel do not have enough information on autism spectrum disorders. Spontaneously, parents most frequently stated independence as a concern (60%).  Students most frequently stated performing academically (60%) and social demands (30%) as concerns. Regarding course content, social skills and goal setting were rated the most relevant topics in the course.

Conclusions: These data provide evidence for the usefulness and need of the SCoRE program for students with HFA considering PSE. Gathered data was used to create a blueprint of modifications and additions needed to key the intervention to the needs of students with HFA (e.g., new instructional elements, customized graphic design, tailored activities). A subsequent pilot efficacy study of SCoRE for enhancing resilience and transitioning skills needed for successful transition to PSE is underway.