Outcomes of an Occupational Therapy–Supported Education Program for College Students With Autism Spectrum Disorder,Learning Disability,and Mental Health Diagnoses

PURPOSE: The purpose of this study is to evaluate the effectiveness of an occupational therapy (OT)–based supported education program designed to facilitate success for college students with academic and social challenges. The research question was, What is the effectiveness of a university-based OT-supported education program among college students with autism spectrum disorder (ASD), learning disability (LD), and other mental health (MH) diagnoses?

RATIONALE AND BACKGROUND: College students with these diagnoses face challenges in time management and organization, academic skills (e.g., writing papers, studying), and social interactions. OT, with its holistic nature and focus on education and social participation, addresses successful transition to college. Therefore, this supported education program was developed in 2005, and in 2012 it became a credit-bearing undergraduate course. Master’s-level OT students at this university serve as mentors while simultaneously earning credit for Level I psychosocial fieldwork and research courses.

DESIGN: The mixed-methods design included a quantitative one-group pretest–posttest and qualitative phenomenological designs. Participants were college students (N = 70; M age = 19.8) with ASD, LD, and/or MH diagnoses. Participants were recruited through the university’s office of disabilities.

METHOD: Quantitative measures included grade point average (GPA), college retention and graduation rates, and the Canadian Occupational Performance Measure (COPM). Phenomenological qualitative measures included narratives based on interview. Quantitative analytical methods included descriptive analyses and paired-sample t tests of GPA and COPM; qualitative methods included thematic content analysis (data reduction, coding, and merging of overarching themes) of pre- and posttest narratives on the COPM.

RESULTS: Seventy undergraduate students completed at least one semester of the class (M semesters = 2.49). Quantitative findings included descriptive data on GPA, retention, and graduation rates, including mean GPA prior to the start of the class of 2.62 (students other than incoming freshmen and transfers); mean GPA after the first semester in the class, 2.91; mean GPA upon completion of the class; 2.94; mean GPA for all students as of Spring 2016, 2.95; and mean GPA for students who graduated as of Spring 2016, 3.20. Results of paired-sample t tests conducted on change in GPA were p < .05 among the majority of points. Of the 70 students enrolled in the class, 39% graduated and 45% were progressing toward graduation. Paired-sample t tests of the COPM consistently resulted in statistical significance for semester cohorts (p < .05). Themes from qualitative findings were motivation, compliance, academic and social challenges, and development of skills.

CONCLUSION: The quantitative and qualitative results support the effectiveness of the program. The increase in GPA and high retention rate support the program’s ability to improve academic skills. Results of the COPM and enrollment for a mean of 2.49 semesters support student perception of success and satisfaction in addressing the academic and social challenges of college. These findings address the question of the effectiveness of a university-based OT-supported education class to facilitate success among college students with ASD, LD, and other MH diagnoses.

IMPACT STATEMENT: With OT programs at the associate’s, master’s, and doctoral levels, and students with ASD, LD, and MH diagnoses at all college campuses, this type of dual program promotes the positive effect of OT on campus and with undergraduate students and their families. This study describes an evidence-based program that could be replicated at other universities.

References

Kranke, D., Jackson, S., Floersch, J., Townsend, L., & Anderson-Fye, E. (2013). “I feel like it improves everything”: Empowering experiences of college students utilizing psychiatric treatment. American Journal of Psychiatric Rehabilitation, 16, 213–231. https://doi.org/10.1080/15487768.2013.818883

Law, M., Baptiste, S., Carswell, A., McColl, M., Polatajko, H., & Pollock, N. (2005). Canadian Occupational Performance Measure (4th ed). Ottawa: CAOT Publications ACE.

Schindler, V., Cajiga, A., Aaronson, R., & Salas, L. (2015). The experience of transition to college for students diagnosed with Asperger’s disorder. Open Journal of Occupational Therapy, 3(1), Article 2. https://doi.org/10.15453/2168-6408.1129