The Impact Of A Post-Secondary Education Program On The Self-Efficacy And Future Orientation Of People With High-Functioning Autism

Abstract

Higher education has significantly impacted the advancement of individuals in our society, including people with developmental disabilities. It affects employment, wages, and the ability to realize one’s potential. One way of promoting the integration of young adults with disabilities in higher education is to develop individually tailored intervention programs. Some such programs have been developed to meet the academic needs of people with high functioning autism. The aim of the present study was to examine the impact of such an intervention program on the self-efficacy and future orientation of people with high functioning autism. Nineteen students diagnosed with high functioning autism (aged 23 to 28) participated in the program offered by the student service center. The aim of the program was to accommodate each student according to his or her individual needs; each student was assigned a personal mentor, who provided a continuous channel of communication and emotional support. The research participants completed the Self Efficacy-Assessment Questionnaire (Chen, Gully, & Eden, 2001) and the Future-Orientation Questionnaire (Nurmi, Poole, & Seginer, 1995) before and after the intervention. The results indicated clear improvement in both measures: self-efficacy and future orientation. The findings are discussed in terms of the sequence of psycho-educational interventions beginning in elementary and secondary school period, as well as other interventions designed for young adults with high functioning autism.