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      Becoming a Mentor: The Impact of Training and the Experience of Mentoring University Students on the Autism Spectrum

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      Author(s): 1 , 2 , 1 , 2 , 2 , 3 , *
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      Journal: PLoS ONE
      Publisher: Public Library of Science

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          Abstract

          While it is widely recognised that the number of young adults diagnosed with Autism Spectrum Disoders (ASD) is increasing, there is currently limited understanding of effective support for the transition to adulthood. One approach gaining increasing attention in the university sector is specialised peer mentoring. The aim of this inductive study was to understand the impact of peer mentor training on seven student mentors working with university students with an ASD. Kirkpatrick’s model framed a mixed methods evaluation of the mentors’ training and description of their experience. Overall, the training was well received by the mentors, who reported on average a 29% increase in their ASD knowledge following the training. Results from the semi-structured interviews conducted three months after the training, found that mentors felt that the general ASD knowledge they gained as part of their training had been essential to their role. The mentors described how their overall experience had been positive and reported that the training and support provided to them was pivotal to their ability to succeed in as peer mentors to students with ASD. This study provides feedback in support of specialist peer-mentoring programs for university students and can inform recommendations for future programs and research.

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          Pervasive developmental disorders in preschool children: confirmation of high prevalence.

          Eric Fombonne, Kalyan S. Chakrabarti (2005)
          The rate of reported pervasive developmental disorders has increased, and the authors found a rate of 62.6 per 10,000 in a previous study of preschoolers in Stafford, U.K. They conducted another survey in 2002 to estimate the prevalence in children in a later birth cohort and to compare it to previous findings from the same area. Screening for developmental problems included 10,903 children ages 4.0 to 6.0 years who were living in a Midlands town on the survey date. Children with symptoms suggestive of pervasive developmental disorders were intensively assessed by a multidisciplinary team using standardized diagnostic interviews, psychometric tests, and medical workups. Sixty-four children (85.9% boys) were diagnosed with pervasive developmental disorders. The prevalence was 58.7 per 10,000, with a 95% confidence interval (CI) of 45.2-74.9, for all pervasive developmental disorders, 22.0 per 10,000 (95% CI=14.1-32.7) for autistic disorder, and 36.7 per 10,000 (95% CI=26.2-49.9) for other variants. These rates were not significantly different from the previous rates. The mean age at diagnosis was 37.8 months, and 53.1% of the children were originally referred by health visitors. Of the 64 children with pervasive developmental disorders, 29.8% had mental retardation, but this rate varied by disorder subtype. Few children had associated medical conditions. The rate of pervasive developmental disorders is higher than reported 15 years ago. The rate in this study is comparable to that in previous birth cohorts from the same area and surveyed with the same methods, suggesting a stable incidence.
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            Adults with autism spectrum disorders.

            Patricia Howlin, Timothy Moss (2012)
            In the decades since autism was first formally described in the 1940s, there have been major advances in research relating to diagnosis, causation, and treatment approaches for children with this condition. However, research into prognosis, outcomes, or effective interventions for adults with autism spectrum disorders (ASDs) is much more limited. In this paper, we review studies of outcome in adulthood. The findings indicate that, as adults, many people with ASD, including those of normal IQ, are significantly disadvantaged regarding employment, social relationships, physical and mental health, and quality of life. Support to facilitate integration within the wider society is frequently lacking, and there has been almost no research into ways of developing more effective intervention programs for adults. Moreover, most of the research on outcome has involved relatively young people in their 20s and 30s-much less is known about outcomes for people with ASD as they reach mid-late adulthood. Systematic follow-up studies from childhood through adulthood are needed if we are to gain a better understanding of trajectories of development over the lifespan, to identify the factors that influence prognosis, and to determine how these factors exert their effects and how they may be modified to ensure a better future.
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              Why Does Mentoring Work? The Role of Perceived Organizational Support.

              Lisa E Baranik, Elizabeth A Roling, Lillian Eby (2010)
              The authors examined the mediating role of perceived organizational support in the relationship between mentoring support received and work attitudes. Perceived organizational support partly mediated the relationship between specific types of mentoring support and job satisfaction and affective organizational commitment. Specifically, sponsorship, exposure and visibility, and role-modeling appear to be related to job satisfaction and organizational commitment through perceived organizational support. Perceived organizational support did not appear to mediate the relationship between other specific forms of mentoring support and job satisfaction and organizational commitment.
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                Author and article information

                Contributors
                Branko Aleksic: Role: Editor
                Journal
                Journal ID (nlm-ta): PLoS One
                Journal ID (iso-abbrev): PLoS ONE
                Journal ID (publisher-id): plos
                Journal ID (pmc): plosone
                Title: PLoS ONE
                Publisher: Public Library of Science (San Francisco, CA USA )
                ISSN (Electronic): 1932-6203
                Publication date (Electronic): 12 April 2016
                Publication date Collection: 2016
                Volume: 11
                Issue: 4
                Electronic Location Identifier: e0153204
                Affiliations
                [1 ]School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia
                [2 ]Cooperative Research Centre for Living with Autism Spectrum Disorders (Autism CRC), Long Pocket, Brisbane, Queensland, Australia
                [3 ]School of Occupational Therapy and Social Work, Curtin University, Perth, Western Australia, Australia
                Nagoya University Graduate School of Medicine, JAPAN
                Author notes

                Competing Interests: The authors have declared that no competing interests exist.

                Conceived and designed the experiments: JH GS. Performed the experiments: JH GS. Analyzed the data: JH GS SG. Contributed reagents/materials/analysis tools: JH GS SG. Wrote the paper: JH GS SG.

                Article
                Publisher ID: PONE-D-15-37584
                DOI: 10.1371/journal.pone.0153204
                PMC ID: 4829264
                PubMed ID: 27070418
                SO-VID: 01a4738c-82f7-4fe7-80ca-29f90a5bb8af
                Copyright © © 2016 Hamilton et al
                License:

                This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

                History
                Date received : 26 August 2015
                Date accepted : 24 March 2016
                Page count
                Figures: 0, Tables: 2, Pages: 13
                Funding
                Funded by: Cooperative Research Centre for Living with Autism Spectrum Disorders (Autism CRC)
                Award ID: 3.032RS
                This work was supported by the Cooperative Research Centre for Living with Autism Spectrum Disorders (Autism CRC) [project number 3.032RS], established and supported under the Australian Government's Cooperative Research Centres Program. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
                Categories
                Subject: Research Article
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Developmental Psychology
                Subject: Autism Spectrum Disorder
                Subject: Social Sciences
                Subject: Psychology
                Subject: Developmental Psychology
                Subject: Autism Spectrum Disorder
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Human Learning
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Human Learning
                Subject: Social Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Human Learning
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Learning and Memory
                Subject: Learning
                Subject: Human Learning
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Cognitive Science
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Social Sciences
                Subject: Psychology
                Subject: Cognitive Psychology
                Subject: Learning
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Learning and Memory
                Subject: Learning
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Developmental Psychology
                Subject: Autism Spectrum Disorder
                Subject: Autism
                Subject: Social Sciences
                Subject: Psychology
                Subject: Developmental Psychology
                Subject: Autism Spectrum Disorder
                Subject: Autism
                Subject: Biology and Life Sciences
                Subject: Neuroscience
                Subject: Developmental Neuroscience
                Subject: Neurodevelopmental Disorders
                Subject: Autism
                Subject: Medicine and Health Sciences
                Subject: Neurology
                Subject: Neurodevelopmental Disorders
                Subject: Autism
                Subject: People and Places
                Subject: Population Groupings
                Subject: Age Groups
                Subject: Young Adults
                Subject: Biology and Life Sciences
                Subject: Psychology
                Subject: Psychometrics
                Subject: Social Sciences
                Subject: Psychology
                Subject: Psychometrics
                Subject: Research and Analysis Methods
                Subject: Research Design
                Subject: Survey Research
                Subject: Questionnaires
                Subject: People and Places
                Subject: Population Groupings
                Subject: Educational Status
                Subject: Undergraduates
                Custom metadata
                Data Availability Underlying data is in the form of interview transcripts and questionnaires. Due to the small number of students involved in this project and the vulnerable, and potentially identifiable population they were working with, ethics clearance does not allow for open access to the raw transcripts and questionnaires. We can, however, consider individual requests for excerpts from the raw data on an individual basis. Requests for these excerpts should be sent to A/Prof Sonya Girdler ( sonya.girdler@ 123456curtin.edu.au ).

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