Slide 1
Engaging Students on the Autism Spectrum in University Settings: An Evidence-Based Peer-Mentoring Program at Curtin University.

Slide 2 
Why start a pilot program?

Study of 300 Australian adults with HFA/AS indicated that:-80% had tried tertiary study.-75% indicated they needed support.50% indicated they received no or insufficient support.
Disability Officers reported:  difficulties with verbal comprehension, planning, organisation, social awareness and group work.a general lack of awareness and understanding of autism among tertiary educators (Aspect, 2012).
Slide 3
What works at the tertiary education level?

Transition
Accommodation
Online Resources
Diagnosis
Specialist Mentoring
Staff Awareness Training
Universal Design for Learning
Careers Advice
Work Experience
Social Support
Sensory Awareness

Slide 4
Curtin Specialist Mentoring Program History & How it Works

Mentor Support
Weekly group support for mentors
Ongoing access to coordinators
Reimbursement for time / Prof. practice recognition
Mentee Support
Social Group

Slide 5
Duties of the Mentor

Participate in Autism training
Communicate regularly with their mentee
Understand their mentee’s profile
Provide flexible and individualised support
Ensure mentee registered with Disability services and has a current assistance plan
Build on the mentee’s short, medium and long term life goals
Link mentee to appropriate university services and clubs
Encourage mentee to attend Social Group
Increase mentee’s academic success, independence, self-advocacy, employability over time.

Slide 6
What are CSMP mentee / mentor numbers?

Original pilot numbers at the beginning of 2014: 5 mentees / 9 specialist mentors  (Postgrads - Psychology and OT)
Numbers at the end of 2014: 17 Mentees / 9 specialist mentors (Postgrads - Psychology and OT)  
Present numbers mid 2016 : 40 mentees (and growing) / 30 specialist mentors (Postgrads - Psychology, OT, SP, CS & Eng.)  Approx. 60,000 students enrolled at Curtin - potentially 600 with ASC.

Slide 7
First Pilot CSMP Evaluation – 2014 Mentee Perspective

10 Students with High Functioning ASC.
OUTCOME MEASURES: wellbeing and communication, retention and the academic performance of students with an ASC.
Interview data was also obtained to better tailor the programme to meet the needs of these students.
RESULTS: Significant improvement in mentees’ sense of support / significant decrease in mentees’ apprehension in communicating with others.Mentees – highly satisfied with program – mean satisfaction score 4.31 out of 5.High retention rate as nearly all 2014 Mentees indicated a desire for a 2015 Mentor.
Suggestions for improvements and changes for future implementations. (Siew et al., 2014; Paper in development).

Slide 8
Second Pilot CSMP Evaluation – Mentor Perspective

7 Participants from 9 CSMP student mentor group
Kilpatrick's model was used to evaluate the training
Level 1- Time Administered: Immediately post-training, , Evaluation Method: Questionnaire, Outcome Measured: Participant satisfaction with training.
Level 2- Time Administered: Immediately pre and post training, , Evaluation Method: Questionnaire, Outcome Measured: Participant learning measured change in knowledge of Autism.
Level 3 - Time Administered 3 months post training, , Evaluation Method: Semi-structured interview, Outcome Measured: Application of knowledge to practice.

Slide 9 
Second Pilot CSMP Evaluation Results
Mentor Satisfaction with Training
Overall the training was well received
Overall Mean satisfaction was 4.7 (range 4.4 – 5) out of a total score of 5
Application of knowledge
Knowledge gained from training was instrumental in supporting their role
Particularly assisted them in understanding the sensory differences experienced by their mentees
Surprised at the prevalence of social anxiety among people with ASC
Helped them to empathise with their mentee
Weekly supervision meetings with coordinators were critical support to their role, particularly the frequent communication (weekly reports, speed of response to emails or telephone enquires)
“Part of the team” (Hamilton, 2015; Paper in Development)

Slide 10 
Module Pilot Program (UWA – Sem. 2, 2015)

7 Mentees (Undergraduate students on the Autism Spectrum)
6 mentors (All Postgrad Clin Psych/PhD or Clin. Neuropsychology/PhD candidates). 
1 Coordinator (Clin Psych./PhD student) involved in pilot program and evaluation. 
Mentors/Coordinator paid for their time - 1 hour meeting and 1 hour of supervision per week.

Slide 11 
Module Pilot Program (UWA – Sem. 2, 2015)

Mentees indicated they valued the program & would like to continue future involvement  if  program available.
Modified program is continuing in Semester 2, 2016, with lowered running costs.
Alternative more affordable model of service delivery suggested to ensure longevity of program. 
Source voluntary Psych. mentors (honours year or last year of double degree) to provide extra professional practice opportunities.
Supervision of a clinical psychology placement student within Disability Services with time divided between mentoring coordinator and counselling roles.

Slide 12 
UWA Program / CSMP Autism CRC Evaluations (2015) Preliminary Results

Q-sort, pre and post-questionnaire, qualitative interviews conducted with mentors / mentees by Autism CRC.
23 mentees, 23 mentors, 13 parents.
12 full cases (3 parties), 9 mentee / mentor dyads, 2 single mentees, 3 single mentors.
Of those transcribed and who provided a rating -Median evaluation score 8.5-9  out of  10 (range 8 – 9).
Comments focused on importance of training / supervision meetings.

Slide 13
UWA Program / CSMP Autism CRC Evaluations (2015) Preliminary Results

Mentees:
Benefits for mentees gathered through interviews included: 
Improved transitions into tertiary studies. 
Retention at university. 
Links to other university services. 
Academic performance (completing tasks in a timely and quality manner) 
Social outcomes. 
 Personal development. 
 Mental health / wellbeing. 
 Confidence 
 Independence. 

Slide 14 
UWA Program / CSMP Autism CRC Evaluations (2015) Preliminary Results

Mentors: Mentors described the program as intrinsically rewarding, and reported improved academic performance and personal development.
Parents: Parents identified improvements to their own quality of life as a result of the program. 
Universities: Universities experience benefits from the program in relation to student recruitment, academic performance, and retention.
Slide 15 
Autism CRC Module Components

Module has five separate sections:
1.	The Program Coordinator Manual for the Coordinator (PDF).
2.	The Specialist Mentor Toolkit for the Mentors (inclusive of the National Autistic Society [NAS] Student Mentor Guidelines and National Disability Coordination Officer Programme of Australia [NDCO] Tertiary Education: Helpful Hints for People with Autism Spectrum Disorder) (PDF).
3.	The Mentee Information Booklet for the Mentees (inclusive of the NDCO Tertiary Education: Helpful Hints for People with Autism Spectrum Disorder) (PDF).
4.	The Specialist Peer Mentor Training Program for the Coordinator (PowerPoint).
5.	The Mentoring Module Forms, Samples & Templates for the Coordinator (Word Document).
The Autism CRC Specialist Mentoring Module is based on the Curtin University Specialist Mentoring Program (CSMP) http://life.curtin.edu.au/health-and-wellbeing/autism-related-conditions-peer-mentoring.htm

Slide 16 
CSMP Achievements & Future Goals

Specialist Peer Mentoring Module based on Curtin / UWA experience now available on national CRC website.
To gain appropriate, recurrent funding to allow CSMP to continue operating in future years.
To gain philanthropic funding to provide scholarships and a dedicated specialist psychologist.
To improve CSMP over successive years based on evaluation results and stakeholder feedback.
To increase linkage of mentees with employment / work experience opportunities both on and off campus (Autism Academy).
To increase tertiary inclusive practice in relation to our students on the Autism Spectrum.
Slide 17 
CSMP & Autism CRC Contact Details

Jasmine McDonald jasmine.mcdonald@curtin.edu.au
Theresa Kidd theresa.kidd@curtin.edu.au 
www.autismcrc.com.au
http://www.autismcrc.com.au/reports/peer-mentoring-program-university-students-autism-spectrum