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These results came as a surprise, particularly in light of the research conducted by Gillespie-Lynch et al. (2015) in which the researchers concluded that an increase in autism knowledge led to a decrease in stigma. Assuming this pattern would also take place in the sample used for this survey, I predicted that stigma and willingness to accommodate a peer with autism would be inversely related; however, knowledge of autism did not have a significant impact on willingness. This may demonstrate that perhaps stigma towards autism does not impact willingness to accommodate, particularly since Gillespie-Lynch et al. (2015) also observed that students were generally “somewhat willing” to engage peers with autism, despite stigma. With a general willingness to assist peers with autism, increased social integration can more effectively take place, which can in turn help improve academic performance for students with autism (Ashbaugh et al., 2017).
Although there was no statistically significant relationship between autism knowledge and a student’s willingness to accommodate a peer with autism, the high degree of willingness measured across respondents provides a potential approach to support students with the disorder. If students are indeed willing to assist, universities nationwide may find it beneficial to invest in programs that offer students with autism peer assistance, whether it is simply note-taking or participating in a mentorship. By increasing the level of integration within a college campus, students with autism can be better equipped to succeed academically and socially, which can also help prepare them for careers in any field.
There are, of course, some limitations to my study. First, there were a limited amount of questions that could be asked, which made it difficult
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to thoroughly assess an individual’s knowledge of autism as well as their willingness to accommodate peers. If more questions were permissible, then more detailed assessments could have been administered to measure a more accurate familiarity with autism knowledge, as well as a more precise degree of willingness. Additionally, since this study was a survey design, I was not able to manipulate variables so as to thoroughly analyze the relationship between familiarity with autism and degree of willingness to support peers with autism. With a different study design willingness could be measured through other means aside from self-report, such as through actual participation in similar programs and degree of engagement in such programs. Despite there being no significant relationship between familiarity with autism and willingness to accommodate a peer with autism, the high degree of willingness reported among the college students in this study was a very positive finding. This lays the groundwork for establishing potential programs involving typically developed students assisting their peers with autism. As autism continues to increase in prevalence, it is becoming more pressing to provide students with the disorder proper support to ensure their success and integration into society. Individuals with autism have much to offer; however, they require the support of not only professors and other professionals, but also the support of their fellow students and peers.
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Advice included PM includes inserting only one space after a period/sentence.See Chapter 16, page 168
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References (center aligned and boldfaced)
Ashbaugh, K., Koegel, R. L., & Koegel, L. K. (2017). Increasing social integration for college students with autism spectrum disorder. Behavioral Development Bulletin, 22(1), 183–196. doi:10.1037/bdb0000057
Autism Speaks. (n.d.). What is autism? https://www.autismspeaks.org/what-autism
Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31(1), 3–15. doi:10.1177/1088357614523121
Gillespie-Lynch, K., Brooks, P. J., Someki, F., Obeid, R., Shane-Simpson, C., Kapp, S. K., Dauo, N., & Smith, D. S. (2015). Changing college students’ conceptions of autism: An online training to increase knowledge and decrease stigma. Journal of Autism and Developmental Disorders, 45(8), 2553–2566.
doi:10.1007/s10803-015-2422-9
Gillespie-Lynch, K., Bublitz, D., Donachie, A., Wong, V., Brooks, P. J., & D’Onofrio, J. (2017). “For a long time our voices have been hushed”: Using student perspectives to develop supports for neurodiverse college students. Frontiers in Psychology, 8. doi:10.3389/fpsyg.2017.00544
Hafner, D., Moffatt, C., & Kisa, N. (2011). Cutting-edge: Integrating students with intellectual and developmental disabilities into a 4-year liberal arts college. Career Development for Exceptional Individuals, 34(1), 18–30. doi:10.1177/0885728811401018
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Kuder, S. J., & Accardo, A. (2018). What works for college students