A Qualitative Study of the Effects of the University of Arkansas Autism Support Program

Abstract

Abstract Individuals who have been diagnosed with autism spectrum disorder are often united by the following characteristics: difficulty communicating and interacting with others, inhibited ability to function socially, difficulty functioning academically or at work, and trouble transitioning to independent lifestyles (Lord, 2013). The purpose of this study was to determine how undergraduate students with Autism Spectrum Disorder perceive the helpfulness of the University of Arkansas Autism Support Program in the following areas: reducing college- related stress, facilitating academic success, facilitating social success, and preparing individuals for independent adult roles. In short, the study sought to determine the effects of the University of Arkansas Autism Support Program on participating undergraduate students with Autism Spectrum Disorder. Data was collected via a paper and pencil questionnaire and an oral interview for undergraduate members of the University of Arkansas Autism Support Program to complete. The results of this study are beneficial to any individual who has a connection to autism in academia (i.e. students with autism spectrum disorders, autism support program employees, peers, professors, researchers, family members, etc.) and provides useful qualitative data on the strengths and weaknesses of one of many college-level autism support programs through the eyes of participating students