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Thompson C, McDonald J, Kidd T, Falkmer T, Bölte S, Girdler S. "I don't want to be a patient": Peer mentoring partnership fosters communication for autistic university students. Scand J Occup Ther 2020; 27:625-640. [PMID: 32180486 DOI: 10.1080/11038128.2020.1738545] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Background: Despite recognition of the benefits of post-school education in improving life outcomes for autistic adults their university completion rates remain low.Aim: To explore the experiences of undergraduate autistic university students participating in specialist peer mentoring (SPM) to identify active ingredients in the peer mentoring process and to examine the impact of SPM on social communication.Material and method: A total of 30 (8 female; M age = 22.3; SD = 6.7) undergraduate autistic university students engaged in SPM participated in this study. A quantitative pre-test post-test design examined changes in autistic traits. In parallel, the experiences of participating in SPM were explored through semi-structured interviews.Results: Improvements were noted at post-test on the Social Responsiveness Scale-2 total score p = 0.02), and its Social Communication, (p = 0.03) and Social Motivation (p = 0.03) sub-scales. Four themes emerged from the interviews: Developing Partnership and Understanding, Modelling and Practising Communication, Psychological Support and Grading and Planning Skills.Conclusions: These results indicated that the mentor-mentee partnership was a crucial active ingredient of SPM. This partnership appeared to modify social cognition and motivation for autistic university students through modelling and practising communication.Significance: These results demonstrate that SPM can support participation at university for autistic university students.
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Affiliation(s)
- C Thompson
- Cooperative Research Centre for Living with Autism (Autism CRC), Perth, Australia.,School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
| | - J McDonald
- Counselling and Disability Services, Curtin University, Perth, Australia.,Telethon Kids Institute, University of Western Australia, Perth, Australia
| | - T Kidd
- School of Psychology, Curtin University, Perth, Australia.,Centre for Emotional Health, Department of Psychology, Macquarie University, Sydney, Australia
| | - T Falkmer
- Cooperative Research Centre for Living with Autism (Autism CRC), Perth, Australia.,School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia.,Pain and Rehabilitation Centre, and Department of Medical and Health Sciences, Linköping University, Linköping, Sweden
| | - S Bölte
- Cooperative Research Centre for Living with Autism (Autism CRC), Perth, Australia.,School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia.,Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research; Department of Women's and Children's Health, Karolinska Institutet and Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden
| | - S Girdler
- Cooperative Research Centre for Living with Autism (Autism CRC), Perth, Australia.,School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Australia
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Lowe PA. The Test Anxiety Measure for College Students: Examination of Its Psychometric Properties Using an Online Survey With a Canadian Sample. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2017. [DOI: 10.1177/0829573517725178] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The psychometric properties of a new multidimensional measure of test anxiety, the Test Anxiety Measure for College Students (TAM-C), based on theory and current research were examined in a sample of 312 Canadian college students online. The TAM-C consists of a Facilitating Anxiety scale and five test anxiety (Cognitive Interference, Physiological Hyperarousal, Social Concerns, Task Irrelevant Behaviors, and Worry) scales. Results of confirmatory factor analyses validated the TAM-C six-factor structure. In addition, composite reliabilities were reported to be adequate. Furthermore, convergent and discriminant evidence of validity was found for the TAM-C scores. These findings are the first to be reported on the psychometric properties of the TAM-C scores outside the United States. Although additional research is needed with the TAM-C, it has the potential to become a useful measure to Canadian mental health professionals in their work with test-anxious college students.
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Siew CT, Mazzucchelli TG, Rooney R, Girdler S. A specialist peer mentoring program for university students on the autism spectrum: A pilot study. PLoS One 2017; 12:e0180854. [PMID: 28704446 PMCID: PMC5509180 DOI: 10.1371/journal.pone.0180854] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2015] [Accepted: 06/05/2017] [Indexed: 01/18/2023] Open
Abstract
Introduction The provision of peer mentoring may improve tertiary education outcomes of students with autism spectrum disorder (ASD). This study evaluated the pilot year of the Curtin Specialist Mentoring Program (CSMP), a specialised peer mentoring program for university students with ASD aimed at improving self-reported well-being, academic success and retention in university studies. Methods A single group pre-test, post-test design was employed. Quantitative and qualitative evaluations were undertaken with 10 young adults with ASD to explore the effectiveness and acceptability of the CSMP program. Students completed a battery of questionnaires focused on general anxiety, state communication apprehension, perceived communication competence, and communication apprehension both prior to, and five months after commencing enrolment in the CSMP. Information regarding academic success and retention was also obtained. Interviews with participants provided further insight into their experience of the program. Results Students enrolled in the CSMP showed significant improvement in social support and general communication apprehension assessment scores. Interviews revealed key features of the CSMP that may have contributed to these positive outcomes. Conclusions The current study provides preliminary evidence that a specialised peer mentoring program can improve the well-being of students with ASD, and highlights the importance of interventions which are individualised, flexible, based on a social model, and target environmental factors such as social support.
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Affiliation(s)
- Choo Ting Siew
- School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia
- Cooperative Research Centre for Living with Autism Spectrum Disorders (Autism CRC), Long Pocket, Brisbane, Queensland, Australia
| | - Trevor G. Mazzucchelli
- School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia
- Cooperative Research Centre for Living with Autism Spectrum Disorders (Autism CRC), Long Pocket, Brisbane, Queensland, Australia
- * E-mail:
| | - Rosanna Rooney
- School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia
| | - Sonya Girdler
- Cooperative Research Centre for Living with Autism Spectrum Disorders (Autism CRC), Long Pocket, Brisbane, Queensland, Australia
- School of Occupational Therapy and Social Work, Curtin University, Perth, Western Australia, Australia
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Lowe PA. Should Test Anxiety be Measured Differently for Males and Females? Examination of Measurement Bias Across Gender on Measures of Test Anxiety for Middle and High School, and College Students. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2014. [DOI: 10.1177/0734282914549428] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The present study examined measurement invariance across gender and gender differences on two measures of test anxiety developed for U.S. middle and high school, and college students. It was hypothesized that measurement invariance and gender differences would be found on the two measures of test anxiety, suggesting no separate scoring system is needed for males and females and that gender differences reported reflect true differences on the underlying trait. The results of four confirmatory factor analyses (CFAs) and two multi-group CFAs indicated that the measures of test anxiety were invariant across gender. In addition, internal consistency reliability estimates were found to be similar for males and females on each measure. Furthermore, gender differences were reported on the test anxiety measures. Implications of the findings for researchers and practitioners are discussed.
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