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dc.contributor.authorThompson, Craig
dc.contributor.authorFalkmer, Torbjorn
dc.contributor.authorEvans, K.
dc.contributor.authorBölte, Sven
dc.contributor.authorGirdler, Sonya
dc.date.accessioned2019-02-19T04:18:14Z
dc.date.available2019-02-19T04:18:14Z
dc.date.created2019-02-19T03:58:10Z
dc.date.issued2018
dc.identifier.citationThompson, C. and Falkmer, T. and Evans, K. and Bölte, S. and Girdler, S. 2018. A realist evaluation of peer mentoring support for university students with autism. British Journal of Special Education. 45 (4): pp. 412-434.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/74816
dc.identifier.doi10.1111/1467-8578.12241
dc.description.abstract

Education is effective in improving outcomes in autism spectrum disorder (ASD). While peer mentoring has demonstrated preliminary promise in supporting university students with ASD, the effective mechanisms remain unclear. The aims of this study were to explore the required contexts, mechanisms and outcomes of peer mentoring for university students with ASD. Semi-structured interviews based on a Realist Evaluation framework were conducted with 23 peer mentors and 24 university students with ASD. Thematic analysis identified three context themes: ‘environmental conditions’, ‘university course demands’ and ‘aspects of ASD’; four mechanism themes: ‘mentor’, ‘communication and social interaction’, ‘problem solving’ and ‘training and supervision’; and five outcome themes: ‘identifying personal strengths’, ‘increased autonomy’, ‘achieving goals’, ‘relationships’ and ‘positive mentor outcomes’. Standard peer mentoring approaches can be enhanced to meet the needs of students with ASD by including training for mentors on ASD, and approaches that support mentees’ social interaction and communication needs.

dc.titleA realist evaluation of peer mentoring support for university students with autism
dc.typeJournal Article
dcterms.source.volume45
dcterms.source.number4
dcterms.source.startPage412
dcterms.source.endPage434
dcterms.source.issn0952-3383
dcterms.source.titleBritish Journal of Special Education
curtin.departmentSchool of Occ Therapy, Social Work and Speech Path
curtin.accessStatusFulltext not available


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