Peer Support of Students with Autism Spectrum Disorders in Higher Education Institutions by Typical Students

Download (PDF, 1.35MB)

Authors: Kai Nagase, Yamaguchi Prefectural University, Japan
Email: rknagase@yamaguchi-pu.ac.jp
Published: December 14, 2017
https://doi.org/10.22492/ijpbs.3.2.06

Citation: Nagase, K (2017). Peer Support of Students with Autism Spectrum Disorders in Higher Education Institutions by Typical Students. IAFOR Journal of Psychology & the Behavioral Sciences, 3(2). https://doi.org/10.22492/ijpbs.3.2.06


Abstract

In recent times, the number of students with autism spectrum disorders (ASD) in higher education institutions in Japan has increased. As a result, some researchers have investigated the role of peer support provided by typical students in supporting students with ASD. The purpose of this study was to examine the relationship between the intentionality of peer support and the characteristics of the peer supporter, focusing on autistic traits and social support. Participants were 51 university students who responded to a questionnaire on intentionality of peer support, autistic traits, and social support. Results showed that among students with high level of autistic traits, those having more social support could more easily help students with ASD than those with less social support. Furthermore, among students with little social support, those with a low level of autistic traits could more easily help students with ASD than those with a high level of autistic traits.

Keywords

peer support, autism spectrum disorder, higher education

Acknowledgements

I express my sincere appreciation to the participants, who generously contributed their time and had the courage to participate in this research. This research was funded, in part, by Grant-in-Aid for Scientific Research from the Japan Society for the Promotion of Science (17K13918). A portion of this research was supported by Grant–in-Aid for Research and Creative activity from Yamaguchi prefectural university.