to accommodate their peers (Hafner et al., 2011). These results are consistent with the advice offered by colleges and universities as reported by Barnhill (2016):
offering support to students with ASD is a team effort, requiring more than just faculty and professor support. Although research was conducted on the average college student’s perception of autism, there is limited knowledge on how this perception translates into a willingness to accommodate peers with ASD. Seeing as peer mentorships are effective in improving the academic and social standings of students with ASD, it would be beneficial to measure how willing students are to assist their peers with autism. Gillespie-Lynch et al. (2015) noted that an increase in autism knowledge led to a decrease in stigmatization of the disorder; however, how
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does this knowledge translate into willingness to support students with ASD? The purpose of my study was to measure how willing college students are to assist and accommodate peers with ASD, and whether or not this willingness is influenced by knowledge and awareness of autism.
To accomplish this, participants were recruited from a pool of students in an introductory psychology course at a large western university. I hypothesized that students who are more familiar with knowledge on autism would also report a greater willingness to offer assistance and accommodations to peers with ASD. I also hypothesized that those who personally know an individual with ASD would report greater willingness to offer assistance.
Method (center aligned and in boldface)
Participants (left aligned and in boldface)
There were 93 students, 31.9% males and 68.1% females, recruited from an introductory psychology course in a large western university using the Sona Systems software. The students’ ages ranged from 18 to 31, with an average age of 18.66 (SD = 1.63). Participants self-selected into the study and rewarded with course credit.
Materials (left aligned and in boldface)
In this study I utilized a survey to gather information on participants’ experience with autism and their degree of willingness to assist peers with the disorder. Standard demographic questions were asked as well as specific questions pertaining to the study’s hypotheses, which I developed and are presented in Table 1. These questions were piloted using students enrolled in a research methods course.
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Participants first signed up on Sona Systems to take the survey, and then were given 60 minutes to complete the survey online on any device with Internet capabilities, taking an average of 28.65 minutes (SD equals 21.84). They were not debriefed after completion of the survey but they were thanked for their participation.
Results (Center aligned and boldfaced)
To review, I hypothesize that individuals who reported a greater familiarity with current autism knowledge would be more willing to accommodate peers with autism. To measure the independent variable of familiarity with autism knowledge, respondents self-reported their familiarity with autism knowledge on a scale of 1 equals not at all familiar to 4 equals very familiar. The dependent variable of willingness to accommodate peers with autism was measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals not at all familiar with (M equals 7.86, SD equals 1.91), slightly familiar with (M equals 8.78, SD equals 1.70), somewhat familiar with (M equals 9.13, SD equals 1.48), and very familiar with (M equals 8.25, SD equals 3.50) autism knowledge and their self-reported willingness to accommodate peers with autism, F(3,89) equals 2.09, p equals .107. This hypothesis was also tested by comparing reported familiarity with autism knowledge with willingness to become a peer mentor for a student with autism, measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals not at all familiar with (M equals 7.81, SD equals 1.91), slightly familiar with (M equals 8.20, SD equals 2.10), somewhat familiar with (M equals 8.71, SD equals 1.90), and very familiar
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with (M equals 8.00, SD equals 4.00) autism knowledge on their self-reported willingness to be a peer mentor for a student with autism, F (3,88) equals 0.71, p equals .548. I also hypothesize that individuals who personally know someone with autism would also report a greater willingness to accommodate peers with autism. The question of interest was “do you personally know an individual with autism,” with answers 1 equals yes and 2 equals no. The following dependent variable of willingness to accommodate peers with autism was measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals who know someone with autism (M equals 8.92, SD equals 1.62) and those who do not know someone with autism (M equals 8.19, SD equals 2.04) and their self-reported willingness to accommodate peers with autism, t (88) equals 1.91, p equals .060. This hypothesis was also tested by comparing responses to the question of interest with reported willingness to become a peer mentor for a student with autism, measured on the scale
