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Peer mentor curriculum: post-secondary students with autism: success in self-regulation and thriving

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Peer mentor curriculum: post-secondary students with autism: success in self-regulation and thriving

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Peer Mentor Curriculum: Post-Secondary Students with Autism
Success in Self-Regulation and Thriving
by
Brenda Anne Clarke

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May, 2020

© Copyright by Brenda Anne Clarke 2020
All Rights Reserved

The Committee for Brenda Anne Clarke certifies the approval of this Dissertation

Anthony Maddox
Juliana Calhoun
Patricia Tobey, Committee Chair

Rossier School of Education
University of Southern California
2020
iv
Abstract
This research and curriculum provide a comprehensive guidebook for postsecondary
education programs that help students with Autism Spectrum Disorder and related disabilities
persist and remain in college and beyond. Peer Mentoring is established as a means to support
students in college, after the K-12 legally required Individual Education Plan (IEP) ends, by
enhancing practical applications of academic skills learned in K-12, as well as life skills, social
skills, and emotional skills. The comprehensive curriculum offers a holistic approach to closing
gaps by diminishing deficits in growth and learning that typical developing students may easily
have acquired but are lacking for students with Autism. Student support factors include services
that develop stronger self-determination skills, self-management skills, self-advocacy concepts,
problem-solving abilities, and promote career development by providing interest and skill driven
focus. In conjunction with student disability services of campuses, Peer Mentors are formally
trained to contribute to the institutional support needed by college students with disabilities.
Students benefit when faculty have an increased awareness and knowledge of the characteristics
and needs of students with ASD and related disabilities. Educators can then incorporate concepts
of universal design into their instruction. The vision is to create and maintain deeply connected
educational communities seamlessly networked with a priority of inclusion, innovation, and
striving for potential elevation of everyone involved. Peer Mentors will be trained to lead by
example so that all students can prosper to attain their academic, relationship, and career dreams.
Each Peer Mentor will be certified through the training program to guide students transitioning
onto their college campuses. They will support them with college, life, social, emotional, and
independent living skills. This program is intended to be mutually beneficial. Peer Mentors learn
v
about neurodiversity and learning differences as well as what typical gaps in learning may exist.
Additionally, through helping their peer mentee, they will build confidence as an employed
student and feel the pride and gratification of contributing to another person’s success.
Simultaneously, the mentees learn crucial skills and have a significantly improved chance for
intrinsic motivation to reach their personal goals with a growth mindset and a positive
psychology toolkit.
Keywords: Autism ASD Curriculum Peer Mentor Post-Secondary College Transition

vi
Dedication
This dissertation and my life are dedicated to my children, parents, grandparents and the
generations of survivors who have and continue to make this world a better place. A special
dedication to all of the students with a wide range of disabilities who has used their strengths to
overcome great obstacles more than I could ever imagine and inspired this dissertation work and
my calling to be an inclusive and empathic educator. For those who do not have a voice, this is
for you.
To my wonderful grandparents, in loving memory, Esther Jans and Lou Jans and Esther
Kravets and Cy Kravets, your unconditional love, courage and role modeling of honest, trusting
family bonds are guideposts for my life.
To my exemplary and humanitarian parents, Fern Kravets and Dr. Robert Kravets, in
loving memory, thank you for your unconditional love, support, guidance, help and constant
belief in me – together forever. I only wish you were here to see me become the first known
female doctor in the history of our family, but know you are always with me in everything I do. I
love you beyond all time and space. Some of the words of wisdom you imparted onto me that led
me to this day include:
• You are stronger than you know
• Love conquers ALL!
• This too shall pass
• Do unto others as you would want them to do to you
• You are rounding third base and heading home – you got this!
• Take time to smell the roses
• Go out there and just enjoy your beautiful kids
• The children are our future
• One step at a time…
• Find balance in your live
vii
• The hardest times in life are those filled with loss and change – help people you
love through those times
• All of life is cyclical – seasons, stock markets, relationships, everything has ups
and downs. The key to life is to be kind and patient through the difficult times and
really appreciate and be grateful for the good times.

Thank you, beyond words, to my loving, inspiring, extraordinary, and heroic children,
Andy Clarke, Jamie Clarke and Jason Clarke, for being by my side every day through it all and
continuing to make me a better person through your words, actions and resilient, compassionate
spirits. I love you more than anything and everything. You are the reason…

viii
Acknowledgements
First and foremost, I would like to give thanks to my kids for all of their support and
motivation and inspiration throughout the process of writing this dissertation. I would also like to
thank the many professors and mentors who have helped me formulate ideas and execute my
goals. My dissertation committee including Dr. Patricia Tobey provided ongoing direction,
guidance, encouragement and inspiration to me. Dr. Anthony Maddox gave me important words
of wisdom and insight. Dr. Juliana Calhoun took time and energy to think through ideas and
ensure all details were covered. Dr. Garcia, Dr. Hinga, Dr. Yates, Dr. MacCalla, Dr. Sparangis
and so many other professors who all imparted their wisdom regarding cutting edge educational
psychology theories and best practices to enhance my thinking. Additionally, thank you to the
incredible friends and colleagues I have made through this USC program for working alongside
and collaborating with me including Ann, Ginny, Grace, Rod, Bri and many more. I’d also like
to personally thank Mary Beth Kravets, mentor and inspiration on my road to becoming a leader
in the educational field. Special thanks to Allison Conrad for her ongoing support, input, advice
and the expertise she shared with me during this dissertation process and for being such an
important peer mentor and friend. And of course, I will be forever grateful for the lifelong
friends and peer mentors of my own, each of whom has inspired and supported me in every
possible way throughout my life.

ix
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ...................................................................................................................................... vi
Acknowledgements ...................................................................................................................... viii
List of Tables ................................................................................................................................ xii
List of Figures .............................................................................................................................. xiii
Chapter One: Statement of the Problem and Review of Relevant Literature ..................................1
Statement of the Problem of Practice...................................................................................3
Learner Characteristics ........................................................................................................5
Background of the Problem of Practice ...............................................................................6
Background of Special Education and Services..............................................................6
Perspective from the K-12 Educational Process Experience ...............................................7
Importance of Parent and Family Involvement ...............................................................8
Social Workers and School Counselor’s Role .....................................................................9
Transitioning from Vocational Rehabilitation Counseling Support ..................................10
Need for Collaboration ..................................................................................................11
Causes of the Problem of Practice .....................................................................................12
Suggestions and Approaches to the Problem of Practice...................................................17
Executive functioning: Time Management, Self-Advocacy, Self-Regulation..............17
Positive Mental Attitude ...............................................................................................17
Comprehensive Supports ..............................................................................................19
Real-World Engagement ...............................................................................................20
Field Research and Training to Assess Career Goals and Needs..................................21
x
Support for Anxiety and Depression That Inhibits Learning ........................................22
Curriculum Goal ................................................................................................................24
Purpose of the Curriculum and Guiding Questions ...........................................................25
Guided Question ...........................................................................................................26
Definition of Terms............................................................................................................31
Chapter Two: Curriculum Overview .............................................................................................35
Curriculum Description .....................................................................................................35
Learner Description and Context .......................................................................................36
Theoretical Framework and Research-Based Practices in Curriculum .............................36
Self-Efficacy Theory .....................................................................................................38
Self-Regulation Theory .................................................................................................39
Zone of Proximal Development (ZPD) .........................................................................39
Theoretical Framework and Alignment Matrix .................................................................41
Overview of Curriculum ....................................................................................................42
Curriculum Implementation ..........................................................................................43
Motivational Indicators .................................................................................................44
Assumed Motivation Causes and Validation .....................................................................45
Motivational Solutions .......................................................................................................46
Design Justification and Acknowledge of Designer Bias ..................................................47
Curriculum Outcomes ........................................................................................................48
Curriculum Assessments ....................................................................................................49
Curriculum Activities.........................................................................................................50
Evaluation Plan .............................................................................................................50
xi
Reflection ......................................................................................................................52
Curriculum Scope and Sequence Chart .............................................................................53
Chapter Three: Curriculum Unit/Modules Overview ....................................................................53
Module Activities...............................................................................................................58
References ......................................................................................................................................63
Appendix A: Syllabus ....................................................................................................................71

xii
List of Tables
Table 1: Theoretical Alignment Matrix .........................................................................................41
Table 2: Scope and Sequence Chart..............................................................................................54

xiii
List of Figures
Figure 1: Curriculum Unit 1 ..........................................................................................................55
Figure 2: Curriculum Unit 2 ..........................................................................................................55
Figure 3: Curriculum Unit 3 ..........................................................................................................56
Figure 4: Curriculum Unit 4 ..........................................................................................................56
Figure 5: Curriculum Unit 5 ..........................................................................................................57

Running head: ASD PEER MENTOR CURRICULUM 1

Chapter One: Statement of the Problem and Review of Relevant Literature
The analysis of this problem in education focuses on transitioning students with Autism
Spectrum Disorder (ASD), and Individualized Education Programs (IEPs) in K-12 to college
settings with the help of peer mentors. Through the understanding of applicable research and
evidence, there is a discussion of the statement of the problem, background of current practices,
causes of the problem, and suggestions to solve it. Providing perspective through background
information will highlight the problem of transitioning students with ASD to college. It will
provide insight on developing and implementing a curriculum for peer mentors at colleges to
provide a solution.
Peer mentoring in higher education is becoming widespread (Budge, 2014). Peer
mentoring is defined as two people of similar age and field of study or work collaborating as one
exemplifies success to the other (Allen, Russell, & Maetzke, 1997). This system can enhance the
collaborative process while helping to form intrinsic motivation in students (Rodger &
Tremblay, 2003). Furthermore, peer mentoring provides a high level of psychosocial support that
strongly promotes student success (Grant-Vallone & Ensher, 2000). This is specifically true for
students with ASD. The current college and university Resident Assistant (RA) model is an
outdated version of peer mentoring; 1 RA for 40 students. These RAs lack training in helping
students with disabilities and are unaware of how to address the needs of students with Autism.
A new, more sophisticated peer mentoring system with trained peer mentors would be more
effective.
With intrinsic motivation, understanding what needs to be accomplished and getting
positive reinforcement from those accomplishments, students with ASD will progress through
ASD PEER MENTOR CURRICULUM 2

college with far greater efficiency and success (Rodger & Tremblay, 2003). Overall, these
students have not gained the required skills because their maturity is significantly lower than
their age. Developmental delays, combined with auditory or visual processing issues, inhibit
these students from experiencing the community and the environment in ways those with typical
neurocognitive development experience (O’Neill & Jones, 1997). Therefore, a considerable
amount of their input comes from one-on-one experiential learning. The sensory overload
students with ASD experience in large groups overwhelms them and distracts them from fully
processing their environments (Charlop, Schreibman, & Tryon, 1983). Hence, working with a
peer mentor who is more academically, socially, and emotionally advanced gives them a specific
benchmark which can be used to model their behavior (Charlop et al., 1983). Unlike typically
developing students, students with ASD have slower-developing executive functioning, social
and emotional development. Thus, it is much more challenging for them to tackle college-level
academics because they often shut down and miss out on common life experiences.
Anxiety and depression also play a role in inhibiting the abilities of college students with
ASD (Kim et al., 2000). Having a peer mentor who provides support and encouragement will
improve their happiness and give them hope that they too can succeed. Research found peer
mentoring programs need to be consistent to be effective. Therefore, paying peer mentors
minimum wage or more as employees of the university will benefit everyone involved. The peer
mentors benefit because they can make an income while studying. They also obtain the
perspective of someone who is experiencing greater difficulty, so they become more grateful for
their own abilities. Additionally, they get to learn how to be a leader and organize their thoughts
ASD PEER MENTOR CURRICULUM 3

enough to help someone else understand them. Lastly, they benefit from potentially developing
long-lasting and meaningful friendships with their mentees (Colvin & Ashman, 2010).
The mentees benefit because they gain a role model with whom they are comfortable
speaking during routine scheduled interactions. They can write down their concerns, talk them
over once or twice per week, and get direct answers to their questions on a regular basis. The
mentoring program also helps them improve social interactions, which is beneficial because their
social deficits make it challenging for them to become properly integrated into the college social
environment (Colvin & Ashman, 2010).
A curriculum has been created to train peer mentors to work with students on executive
functioning skills, life skills, social and emotional issues, developing relationships, and academic
success. The intent is that this curriculum, which will include lessons, assessments, and
reflections in learning, significantly reduces stress for students with ASD while mutually
benefitting the learning experience for both students and peer mentors. This dissertation and the
curriculum included serve as a comprehensive guidebook for mentoring students with ASD.
Statement of the Problem of Practice
The context of the problem is that, although the prevalence of Autism Spectrum Disorder
(ASD) is increasing exponentially, most major universities are not developing resources
specifically targeted at aiding these students, such as peer mentor programs. This problem stems
from the lack of fiscal allocation to help these students. Universities are not yet putting funds
towards peer mentoring and other supportive programs because of a lack of knowledge regarding
how to address students with ASD and a lack of training for peer mentors to help resolve the
issue (Aron & Loprest, 2012).
ASD PEER MENTOR CURRICULUM 4

Without supportive programs, such as peer mentoring, downstream problems including
higher dropout rates, more mental illness amongst students, and lower overall academic success
occur within the population of students with ASD. These issues can significantly hinder the long-
term financial and personal success for students with ASD (Aron & Loprest, 2012). They can
also result in negative repercussions, reputationally and financially, for the university. This
problem can be solved by training peer mentors to work with these students as provided by the
created curriculum.
It is well documented that individuals with ASD and other disabilities benefit from
transitional planning programs to help them lead successful lives (Williams-Diehm & Lynch,
2007). This is because most adolescents with disabilities, especially those with Autism, have
social challenges as well as language, executive functioning and higher order planning deficits. It
is also commonly understood that school-provided transitional planning programs are supposed
to aid students in various aspects of navigating and being prepared for their future. This
educational process includes enhancing communication skills, increasing knowledge of
opportunities for career paths, teaching difficult to learn social skills, and reinforcing all areas of
the student’s talents. Individuals with ASD and other disabilities are generally better able to
engage in the transition processes with multiple supports in place, like vocational training, job
coaching, college placement with support, and a path individually designed towards their success
(Hewitt, 2011). Thus, translating a more previously used transition program into a more fiscally
responsible and efficacious peer mentor program would benefit students with ASD.
The purpose of this report is to provide significant relevant research to determine the
most important aspects of peer mentoring for students with ASD and the roles of students,
ASD PEER MENTOR CURRICULUM 5

parents, teachers, social workers, and universities within special education services. Then, the
research considers college programs needed to ensure these students are successful going
forward (Williams-Diehm & Lynch, 2007).
Peer mentors need to gain experience with helping others. They need to learn how to take
responsibility for their own independence and gain an understanding of the world at large. By
teaching them, through structured training, how to motivate others, help with organizational
skills, and increase positive social interactions, these peer mentors will benefit. The peer mentors
will learn intrinsic motivation and empathy. They will learn from students with ASD who need
help and guidance, which will lead to their personal growth and maturity, making this process a
win-win situation (Colvin & Ashman, 2010).
Learner Characteristics
Developing a curriculum to address the needs of peer mentors considers the
characteristics of the learners to ensure they benefit from the training. In this case, the learners,
for which this curriculum is focused, are designated peer mentors for students with ASD who
recently left the K-12 system. Training peer mentors is critical for them to ensure their clients
can access academic and life skills they will need in the real world. As the IEP system goes away
once a student graduates from a K-12 program in the United States, the student loses their
school-based support system. Thus, the mentor will need to learn how to emulate the IEP system
and help the mentee resolve issues as they arise.
The peer mentor may have little to no background in helping people with special needs or
psychological conditions and little training on learning differences. Therefore, the training needs
to be holistic, thorough, and start in a simplified form before moving on to more complex
ASD PEER MENTOR CURRICULUM 6

teaching. The following chapter will review relevant literature and proposed solutions to issues
faced by students with disabilities who will benefit from peer mentors. The definitions of terms
below will explain critical concepts discussed throughout this study and the peer mentor
curriculum design.
Background of the Problem of Practice
In this review of the overarching scope of the issue and ways others have addressed it,
there are seven topics of discussion: (a) background of special education and services (b) the K-
12 educational process experience, (c) student involvement, (d) importance of parent and family
involvement, (e) the role of social workers and school counselors, (f) vocational rehabilitation
counseling support, and (g) IEP team collaboration and the need for change.
Background of Special Education and Services
Students with disabilities come into college with the same needs they had in high school.
While in college, they need to manage academics alongside all aspects of their lives, which were
previously managed collaboratively by their families, communities, and school system (Hong,
2015). By incorporating a peer mentoring system, colleges will help fill this gap in knowledge,
life skills, and abilities for students with ASD.
The manner by which students with disabilities maneuver through their college
experience is multifaceted. Students frequently describe themselves as stressed, frustrated, and
overwhelmed. They have internal and external tensions, mental and emotional struggles, and are
intimidated by personal relationships and university personnel. This study is grounded in the
self-determination framework to generate a deeper understanding of how students with
disabilities can excel in their college experience so that transitional issues will be mitigated
ASD PEER MENTOR CURRICULUM 7

(Hong, 2015). To address these challenges, the educational system developed a results-oriented
transition planning process. Since the passage of IDEA in 1997, transition planning has been a
requirement for students with disabilities in the United States who are 16 years or older.
Amended in 2004, IDEA defines transition planning as a results-oriented process focused on
improving the academic and functional achievement of the child with a disability. This facilitates
the child’s progression from school to post-school activities, including postsecondary education
(Individuals with Disabilities Act, 2004).
Perspective from the K-12 Educational Process Experience
Williams-Diehm and Lynch (2007) identified that the inability to self-advocate, an
essential skill that students need to articulate their needs and desires, conveys the reason that
planning is so difficult for students with ASD. Being aware of one’s disability, and being able to
explain it, is the first step to self-advocacy. The next step is for students with ASD to identify
and articulate their needs and wants in order to gain support. This assumes that the students have
a clear understanding of their individual strengths, weaknesses, and needs (Roberts, 2010).
Students with ASD have an especially difficult time with self-advocacy. In an ideal world,
students would be able to explain their needs and show self-advocacy skills during transition
planning meetings. However, in a survey conducted by Williams-Diehm & Lynch (2007) of high
school students with ASD, only 1.9% of students reported being in charge of their own IEP
meeting. This study demonstrates that students need help in the area of self-advocacy. Therefore,
one significant role of peer mentors will be helping students identify their needs and express
them appropriately.

ASD PEER MENTOR CURRICULUM 8

Importance of Parent and Family Involvement
Hagner et al. (2012) examined the ability of adolescents with ASD to transition to future
plans with assistance of family and school support. Students who had support from family,
school-based counselors, and role models did much better with their transitions than those
without effective supports. They ultimately achieved a higher level of professional success. Even
though there has been some minimal increased emphasis on mentoring systems, students with
disabilities still have less success with their education, their employment, and independent living
than their nondisabled peers. Research done by Ochs & Roessler (2001) showed that the current
level of assistance with transitions for teens with ASD is not sufficient. Numerous factors may
contribute to the deficiency in planning. First, as the maturity level of the student grows, they are
better able to make informed decisions. Secondly, the approaches high schools use is not
effective enough to provide the support needed to accomplish difficult goals beyond high school,
meaning programs need to be reexamined and strengthened to help students reach their own
potential. Ochs and Roessler (2001) found family-centered transition planning assisted students
so that they could identify their post-school goals and the steps needed to achieve their goals.
With the advice and collaboration of the planning team, students were also able to identify the
resources required to be successful in post-secondary settings.. However, once students reach
college, peer mentors need to take on this role to maintain consistency in support.
Although Ochs and Roessler (2001) found family-centered transition planning to be
straightforward and easily implementable as an intervention to be used in high schools, it is not
currently available in college settings. With this type of planning, there is potential to improve
the process and have a significant positive effect on the transition of students with ASD from
ASD PEER MENTOR CURRICULUM 9

high school to adult life. Therefore, the research suggests that, for students with ASD, the
family-centered transition planning model shows promise as an effective, evidence-based
transition practice that can be transferred to a peer mentor program in college (Ochs & Roessler,
2001).
Despite the problems with surveys, there is evidence that family-centered approaches
work and yield positive outcomes for students (Hagner et al., 2012). They should be used
consistently across all high schools, and then translated in peer mentoring for college students.
The peer mentoring curriculum developed here will bridge this gap and offer much needed
support similar to that needed in high school settings.
Social Workers and School Counselor’s Role
More students, even those with ASD, are hoping to attend college. Thus, counselors are
becoming overwhelmed by their workload and responsibilities, even at the college level. A
solution is to disseminate portions of their role onto peer mentors, who will improve upon the aid
counselors have historically given students, as they will have a closer relationship with the
mentees and deeper understanding of their unique needs.
Krell and Pérusse (2012) conducted a nationwide study of social workers who had
significant experience working with students with ASD during transition planning. The
information gathered by this study outlined guidelines for support school counselors should offer
that would help students with disabilities. To make the transitions easier and enhance the
learning experience, the study conveyed that school counselors need to work closely with parents
as well as students. It stated that they must also coordinate their efforts with teachers and other
support staff at all levels of education, work with students on time management skills, and
ASD PEER MENTOR CURRICULUM 10

provide assistance with career advancement tasks (Krell & Pérusse, 2012). The peer mentor
curriculum contained in unit three of this document outlines ways by which peer mentors can
assist with the roles classically performed by school counselors.
To implement interventions in students with ASD, counselors were historically required
to be knowledgeable about issues that go along with disabilities, including putting together IEPs,
making lists of benefits and drawbacks regarding reporting disabilities to employers and
colleges, and learning about supportive services after high school. Working with students,
families, and other school staff, counselors have offered important advice and direction to the
team. Peer mentors will now need to learn these skills to help supplement counselors in their
roles. The above skills and responsibilities will be taught to peer mentors through the college
peer mentoring training curriculum to help mentors learn the skills to enhance the transitioning
process for students with ASD.
Transitioning from Vocational Rehabilitation Counseling Support
Further information on transition planning was found by Migliore, Timmons,
Butterworth, and Lugas (2012). The authors used statistics to investigate predictors of
employment and secondary education outcomes in youth with Autism in a vocational
rehabilitation program. Data was obtained from fiscal year 2008. The authors investigated four
outcome variables: gaining integrated employment, hourly earnings, weekly work hours, and
postsecondary education improvement. In this study, descriptive data analyses yielded
frequencies and means to give a full spectrum of information about predictor and outcome
variables, providing proof that support helps students with ASD to excel.
ASD PEER MENTOR CURRICULUM 11

Then, the authors ran a stepwise backward binary logistic regression to test the
relationship between the predictors and the outcomes that were measured as categorical
variables: integrated employment and postsecondary education improvement. Finally, the
researchers ran two linear regressions to test the relationships between predictors and outcomes
that were measured as continuous variables: earnings and work hours. The majority of youth in
this study (60%) exited the vocational rehabilitation program with jobs in integrated
employment. Of these youth, about two-thirds participated in postsecondary education without
obtaining a degree and one-third obtained a degree or diploma (Migliore et al., 2012).
By enhancing the educational experience through the use of peer mentoring, these
numbers will rise with increased skills and success rates of students with ASD. Migliore et al.
(2012) explained that postsecondary education was among the strongest predictors of higher
earnings, yet none of the students leaving the transition program received college services. The
authors recommended providing more placement services and college services to youth with
Autism (Migliore et al., 2012). Specific college services that are most beneficial are supportive
relationships, like the ones provided by peer mentoring. These peer mentor relationships will
enable comfort, reduce stress, and increase learning opportunities for students involved.
Need for Collaboration
According to Hendricks & Wehmen (2009), students with ASD have very low high
school graduation rates and more difficulties with future success. Adolescents with Autism
traditionally do not achieve academically at the same levels as their typically developing peers.
All students with disabilities have a difficult time with transitions, especially those from
adolescence to adulthood. Leaving the school system and routines with which they are very
ASD PEER MENTOR CURRICULUM 12

comfortable causes difficulties for all involved in the transition process (Hendricks & Wehman,
2009). The challenges have historically only been mitigated when the high school transition team
was well established, including the students, parents, teachers, social workers, school district,
and vocational rehabilitation services providers. Furthermore, focus on the talents and issues of
the specific student by the team was critical, research suggests, as was the degree of active
participation and equal involvement of students and families (Hendricks & Wehman, 2009). In
the peer mentor training, mentors will be taught to develop best practices in communication and
collaboration. This will allow them to seamlessly work with parents, counselors, students, and
more to ensure the mentee has a well-rounded support system.
Causes of the Problem of Practice
It is human nature that transitions are difficult at any age. One of the most difficult
transitions, though, is likely the one for teenagers as they move from high school to college.
Teens with disabilities face unique challenges during this transition: being unable to self-
advocate, developing anxiety that their disabilities will be misunderstood, and being unprepared
for the process as a whole (Hendricks & Wehman, 2009). To help students during this
challenging time, a legally enforceable, results-driven, transition planning process was developed
(Individuals with Disabilities Education Act [IDEA], 2004). Further, to guide students during
this challenging time, a peer mentoring model is proposed here to teach peer mentors how they
can be of help to students with ASD so that they can have consistent support throughout college
and succeed in their future endeavors.
The requirements of IDEA were founded on the principle that the purpose of a free
appropriate public education for children and youth with disabilities is to ensure their
ASD PEER MENTOR CURRICULUM 13

preparedness for work and independence (IDEA, 2004). It involves emphasizing a planning
process and creating achievable goals for work or college. The concept is that spending time
during high school to prepare for the future is a valuable investment for students, families,
schools, and society as a whole. The critical question to be answered pertains to what supports
colleges can put into place to ensure success. The objective for the supportive peer mentoring
program is to close the gap in graduation rates between students with ASD and IEPs and their
peers without disabilities (Hendricks & Wehman, 2009).
Federal law requires colleges to provide access to the curriculum for students with
disabilities. However, the problem according to Marshak et al. (2010) is that students either do
not know what is available to them or are not able to access the options that can help them.
Students want to avoid negative social stigmas, have insufficient knowledge about what they
need, had negative experiences with teachers/advisors in the past, and advisors are not trained to
support students with disabilities’ needs. Studies on barriers preventing college students with
disabilities from seeking or obtaining services show multiple areas in which universities are
deficient.
Issues students noted most frequently were difficulty utilizing testing accommodations
and services, non-cooperation from professors in understanding their needs and modifying the
curriculum accordingly, challenges coordinating services, and simply not knowing where to turn
for help (Marshak et al., 2010). Communication and training across the board, from peer mentors
to advisors to professors to students, appears to be critical to improving academic, social, and
emotional success for students with ASD.
ASD PEER MENTOR CURRICULUM 14

Prevalence of ASD is increasing at high rates. ASD is a Diagnostic and Statistical
Manual of Mental Disorders, 5th Edition (DSM-5) characterized diagnosable disorder with
symptoms including social deficits, learning differences, developmental delays, and
speech/physical impairments (American Psychiatric Association, 2013). Autism prevalence
statistics from the Centers for Disease Control and Prevention (2018) show:
● First symptoms can show by 12 to 18 months of age
● 1 in 59 children have autism
● Autism is 4 times more common in boys than girls
● 1 of 3 children with autism remain nonverbal
● Autism has many different severity levels
● There are different levels of support based on the individual functioning level
● Autism is reported to occur in all racial, ethnic, and socioeconomic groups
● About 1 in 6 children in the United States have a developmental disability
● Studies in Asia, Europe, and North America have identified individuals with autism
between 1% and 2%.
Williams (1995) explains that ASD is usually diagnosed at a very young age, as children
with the condition tend to be delayed in milestones such as crawling, walking, and speaking. As
children with ASD age, they tend to have difficulties in school because of social deficits and, in
50% of children with ASD, problems learning in the same way as their neurotypical peers. These
challenges tend to set them back, which inhibits their potential to grow as intellectuals and
results in their needing role models and mentors to continue to advance. As students with ASD
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overcome the challenges posed by the school system and obtain high school diplomas, a new
challenge is helping them succeed in postsecondary education. Fundamentally, children with
ASD typically experience challenges in the areas of adaptation to change, social interaction, and
focus or engagement in tasks or fields outside of their realm of interests (Williams, 1995).
Training peer mentors to understand these challenges and preparing them to work with students
on the Autism spectrum can have a positive impact on these students’ success.
Students with disabilities are increasingly enrolling at colleges across the United States
(Lee, Oakland, Jackson, & Glutting, 2008; Ochs & Roessler, 2001). This trend is because of the
shift in admissions objectives. Research by Rath & Royer (2002) found that colleges have felt
pressure to expand their recruiting efforts for students beyond traditional markets, which caused
an increase in the admittance of students with IEPs. Some institutions use separate admissions
procedures, additional reviews, or modified standards to increase the number of students with
disabilities admitted. Program modifications are services that change the course of study in a
manner that makes a student with a disability more able to succeed in college. The most common
accommodation for students with disabilities is extended time on testing, an accommodation
used by 88% of colleges. While this helps, it is not a comprehensive enough support for students
and not all professors work with students to ensure they receive services (Rath & Royer, 2002).
The significant factors that students with ASD encounter affect their college experience.
A study by Sniatecki et al. (2015) demonstrated that there is a lack of awareness among college
staff and faculty about these students’ needs. Furthermore, the study conveyed that professors
tend to have negative attitudes towards student disabilities and the provision of accommodations.
Specifically, they found that the faculty tends to have very negative attitudes towards mental
ASD PEER MENTOR CURRICULUM 16

health and students who struggle to learn, much more so than towards physical disabilities. This
study showed that misconceptions and gaps in knowledge among professors and disability
officers can affect students who have mental health issues. Interest in professional development
was a common theme among faculty members and those in disability services to be more
effective in working with students on the Autism spectrum. The authors found a need for training
in upper-level education and a strong desire by professors and disability services advisors to
receive it. Therefore, the curriculum developed here addressed the training of peer mentors to
help support and inform this faculty of mentee needs within the educational system.
According to Hong (2015), one problem is that students with disabilities often lack the
academic, personal, social, and life skills needed to integrate into higher education. Zimmerman
& Schunk (2001) shedded light on students’ abilities to develop self-regulation skills to be
successful in school and in life. Further, according to Hong (2015), as students have difficulty
communicating their needs (lack of self-advocacy), evaluating their own performance and
following through (lack of self-regulation), organizing concepts and time management (lack of
executive functioning), they are less likely to develop self-empowerment (lack of locus of
control) and less likely to understand their own strengths, interests, and limitations (lack of self-
knowledge). This overall lack of self-determination results in inadequate integration into higher
education. Social awkwardness, academic challenges, and psychological distress overwhelm
them as they try to assimilate into their new environment of college (Hong, 2015). Issues with
self-regulation and executive functioning troubles can be reduced with the help of someone, such
as an appointed peer mentor, whose knowledge qualifies them to provide advice in a prompt and
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constructive manner (Barkley, 2011). Thus, but using the peer mentor curriculum and training
mentors, colleges will have the best chance of success for their incoming students with ASD.
Suggestions and Approaches to the Problem of Practice
Executive functioning: Time Management, Self-Advocacy, Self-Regulation
Training peer mentors in executive functioning approaches, including time management,
self-advocacy and self-regulation, may be the most important aspect of the training. Students
with ASD have issues with executive functioning which interfere with their ability to learn.
Problems with executive functioning relate to trouble processing instructions for understanding
and performing tasks, organizational processes, and assignments. To help students with ASD
overcome these problems, peer mentors can be trained to help address and overcome these
problems by helping their mentees plan, achieve goals, and execute tasks effectively (Lehto,
Juujärvi, Kooistra, & Pulkkinen, 2003). Students’ difficulty with executive functioning can affect
them throughout their life in school and in daily life activities. Executive functioning problems
are not an independently diagnosable problem, but an issue that commonly arises in conjunction
with ASD (Lehto et al., 2003). Acknowledging this potential correlating component of ASD and
addressing it through peer mentorship can benefit students of differing abilities so they can reach
their potential. Peer mentors will fill these executive functioning gaps by working efficiently
with students with ASD to help them become more organized and efficient.
Positive Mental Attitude
Positive Mental Attitude (PMA) is a way of life. It is a process that focuses on optimizing
positivity, encouragement, excitement, or betterment in every aspect of life, including mind,
body and spirit. According to Hill & Stone (2013), it is the reverse of how most people think,
which revolves around a particular level of fear, anxiety, concern, and impatience. PMA
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recognizes there is unlimited potential, brainpower, and resources that give people the ability to
love and succeed (Bruckbauer & Ward, 1993). Tapping into the purity and the focus of non-
judgement and the willingness to let go and let the universe create miracles is one of the keys to
living a better life.
Many children see limits, stress, and roadblocks in front of them over a lifetime of
childhood trauma and small thinking. In addition, children with ASD, for the most part, do not
consistently have loved ones encouraging them during childhood, telling them they can be better,
are strong enough, and are good enough (Hill & Stone, 2013). Even if they do have support
systems growing up, when they go on their own, they lose this verbal support, resulting in
struggles with academics as well as social and with skills. PMA helps you outperform yourself
and improve every aspect of your life and your relationships (Bruckbauer & Ward, 1993).
Forming PMA is critical in launching and excelling as a person.
How do you formulate PMA to increase the positivity in your life? It is a combination of
positive inputs in your brain that change your thinking/mindset to make you a more positive
person. Examples are, meditating, working out, forming excellent study habits, as listening to
inspirational speakers (discipline comes from doing it). Hill & Stone (2013) profess that
practicing PMA every day will rewire your brain to look for positive factors in your life and act
on positive intuitions. They say that the more positivity you have in your life, the more dopamine
and other chemicals in the brain are released to benefit you emotionally. Activities like being in
water, talking to friends, watching movies, and being in positive relationships are examples
Bruckbauer & Ward (1993) provide that give you the confidence that you can be a responsible,
trustworthy, productive person. Being of service to others is the highest level of Maslow's
ASD PEER MENTOR CURRICULUM 19

hierarchy of needs. To excel at this level, you need PMA so you can send love, strength, and
energy out into the world (Hill & Stone, 2013). Therefore, incorporating PMA, positive
psychology, limitless adventure, encouragement, and daily routines to bring positive energy into
your life can help launch any person from the place in which they are situated to a higher place
with a better life. By integrating PMA approaches into the peer mentor training program, both
mentors and mentees can be uplifted in their spirits while gaining techniques for improving self-
efficacy and resilience.
Comprehensive Supports
Living independently for the first time can be overwhelming. According to the College
Living Experience organization, with peer mentors serving as role models, students are
introduced to the responsibilities of managing all aspects of their lives while living on their own
for the first time. The concept is based on enhancing support so students can be assured success.
While students live in an apartment with a roommate, they receive instruction in the areas of
financial management, personal hygiene, health and wellness, community access, and public
transportation mobility training (CLE, 2019). Independent living services are based on each
student’s individual trajectory, rather than a one-size-fits-all approach. There is recognition that
all students are working to explore living away from home, and it is the role of the college to
guide them as they build confidence and competency in all aspects of daily living. By bridging
the gap for students with ASD between living at home and at college, peer mentors will play a
critical role in social, emotional, and academic success on campus.

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Real-World Engagement
Through everyday occurrences, social supports create a platform of learning beyond the
classroom, including establishing social networks, creating meaningful relationships, enhancing
conversational skills, respecting boundaries, and perspective taking (CLE, 2019). Experiential
learning will be critical, so students need to be taken into real-world experiences by peer mentors
to practice them before doing activities on their own, such as shopping, laundry, and managing
transportation options. With the help of peer mentors, walking students with ASD through real-
life situations using experiential learning practices and universal design for learning techniques
will further enhance their ability to transfer their knowledge into real-world scenarios. The
structure of (i) show them, (ii) do it with them and then (iii) asking them to do it on their own
will build confidence and reduce anxiety (CLE, 2019).
Currently, there is a lack of practical application training for students with ASD. For
many, simply having a task or instructions verbally described to them or written down is not
enough for them to conceptualize how to perform the task. Many students with ASD have
trouble with their processing speed and ability, so they do not always understand a verbal or
written explanation of instructions. How, then, could these students overcome this obstacle to
learn and succeed at tasks in school and daily life? Dyer, Gregersen, & Christensen (2011) state
that posing this question to develop potential innovative solutions and a new paradigm for
teaching them could be of benefit. Vogler (2005) says a potential response to this question is to
create a multi-sensory integrative experience. A better way to teach people with ASD how to
complete tasks is through real-life simulations of those tasks.
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For example, rather than giving a young adult with ASD who wants to shop for groceries
a grocery list and telling that person to (a) go to the store, (b) put the items on the list in their
cart, (c) pay for the items at check-out, and (d) bring them home to put them away, it is more
effective to take the person to the store and show them how to do it step-by-step. As the student
observes the task in real life, they simultaneously gain an experiential memory of the task and
put their observational skills to practice. Dyer et al. (2011) describes that these observational
skills continue to grow with time and help the students become better learners by using all the
senses. Furthermore, the experiential memory can alleviate stress and anxiety for the students as
they get used to their developed routines.
It is crucial for peer mentors to stay calm, be patient, and monitor progress throughout the
simulations to ensure that the student with ASD is learning effectively (Rodgers, 2002). To avoid
being counterproductive, the guiding member should frequently ensure the student is grasping
the scenarios and fully processing each step of the tasks (Rodgers, 2002). For example, if
teaching the student how to use an ATM, it is vital that the student understand every step of the
process, including things many people may take for granted, such as removing the card from the
ATM and putting it back in their wallet once the transaction is complete. With patience,
calmness, and clarity, the simulation training system could be helpful in teaching students with
ASD how to complete daily living tasks.
Field Research and Training to Assess Career Goals and Needs
CLE (2019) describes that steps needed to further train peer mentors to help this
population of students include exploring workplace environments across various industries and
developing field training skills in regard to job searching, applying for jobs, and following up
ASD PEER MENTOR CURRICULUM 22

with potential employers with the support from the career development team. CLE (2019) also
conveys the importance of learning soft and hard skills through interactive lessons, as well as
learning how to create resumes, cover letters, and portfolios, practicing interviews and
communication skills, and developing customer service skills. Students need to practice and be
walked through the process with their expert peer mentors to address interviewing and getting
jobs to be successful and confident in their abilities.
Support for Anxiety and Depression That Inhibits Learning
Mayes & Calhoun (2007) explain that college is an inherently stressful and challenging
academic experience, which may make students vulnerable to depression, anxiety, and burnout.
The potential psychological distress has been studied by various researchers. Patterns of coping
prior to college, as well as personality traits, support systems, and other factors, affect who will
experience stress and their ability to deal with it (Gillott & Standen, 2007).
Mayes & Calhoun (2007) further state that establishing healthy relationships, routines,
and supports will significantly reduce the anxiety and depression that manifests in most students
with ASD. It manifests in hereditary and genetic ways but also from posttraumatic stress
disorder, according to Ghaziuddin, Ghaziuddin, & Greden (2002), from bullying, feeling left out,
feeling isolated for years or decades, feeling different from others, difficulties communicating
thoughts because of speech and language issues, processing speed issues, and other difficulties.
Anxiety and depression are problematic, as they reduce the processing ability of a person along
with their ability to focus and remember. In the classroom, students can be stressed by slow
processing, and this exacerbates the stress already occurring. Consequently, students’ grades and
conceptual understanding drop as information builds, which increases anxiety. Ensuring that peer
ASD PEER MENTOR CURRICULUM 23

mentors are aware of these co-occurring issues and training them to identify mental health
problems at the start of their development will ultimately benefit students. In further, giving peer
mentors the tools to work with mentees so that they may take these issues into account will
enhance the relationship between them.
Peer mentors need to be ready to break this cycle of stress for students with ASD. As
soon as peer mentors identify that their mentee is struggling with depression or anxiety, the peer
mentors need to guide their mentee to supports. Formal supports for these types of issues at the
college setting include: (1) mental health assessment for underlying concerns; (2) counseling that
is ongoing through college as support for reframing using CBT, EMDR, and other options; (3) a
wellness routine including regular exercise with a trainer or coach and nutritionist to get a
combination of healthy eating and exercise; (4) an executive functioning coach to enhance
organization, reduce anxiety from feeling overwhelmed by making plans and structure; (5)
professors who can identify students with anxiety/depression and give them the feeling of being
comfortable, secure, and safe in academic environment, (6) medication/yoga/healing centers, and
(7) a social network fostered by peer mentors (Ghaziuddin et al., 2002). Being trained in an
understanding of these approaches will ensure peer mentors are ready and able to guide
appropriately.
The Ghaziuddin et al. (2002) research team combined fMRI data with blood work, blood
pressure, and heart rate measures to examine how stress levels increase. They observed increases
in biologic stress signaling when learning material volume or speed became too overwhelming
for students. Using these techniques to measure stress levels in classrooms will change the way
education is delivered, making both teaching and learning more productive and efficient.
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Ghaziuddin et al. (2002) also found that students become drowsy and lose focused when material
is too slow or easy for them, so teaching with an appropriate level of stress, while holding the
interest of students, will make learning more enjoyable and productive. The peer mentor training
program will share critical knowledge of these concepts and approaches with peer mentors to
inform them and help guide their tactics as they academically support their mentees.
Curriculum Goal
A new service delivery model with peer mentors trained at colleges will help alleviate
these barriers and frustrations to help move students into the self-determination framework
where self-advocacy, self-awareness, and self-regulation will replace the worry and ambiguity
with which they enter the university (Zimmerman, 2000). Since many students are not aware of
their limitations, initial assessments by peer mentors will be critical for them to take a look at
themselves, identify their needs, and determine how the university can guide them and provide
support. Backed up by research from Krell & Pérusse (2012), a new integration model that uses
peer mentors for added support and guidance seems to be the best solution for this problem.
To transition to college, training peer mentors on wellness practices is important to their
support of students with ASD. As supporters, peer mentors will help students with ASD
overcome their stress and anxiety relating to self-advocacy, taking initiative, and coordinating
daily life tasks (Krell & Pérusse, 2012). The peer mentors will assess goals, talents, skills,
experiences, and abilities to determine the extent of their interventions in the daily life tasks of
their mentees (Siew et al., 2017).
Peer mentors must also check in on the well-being of the mentee to ensure their physical
and mental health issues are not unnoticed. Many students with ASD would benefit from
ASD PEER MENTOR CURRICULUM 25

meditation and PMA practices to reduce anxiety and form healthy life habits. It will be important
for them to learn from their peer mentors how to increase nutrition and exercise training.
Therefore, peer mentors should also be trained on how to help their mentees access these
wellness resources on or near their college campus. If a health issue arises while at college, peer
mentors will need to help the mentee access medical care by taking them to the student health
center or getting in contact with a family member, school advisor, or other person who can help
(Ogilvie, 2011).
The peer mentoring model utilizes theoretical frameworks from psychology,
developmental sociology, and education to enhance the supportive learning and development of
students with ASD. Based on an understanding of ASD, transition programs, and the K-12
educational system IEP structure, the peer mentor model is developed and continually re-
evaluated to help students with ASD reach their fullest potential in college. The peer mentor will
simulate the IEP case manager combined with a dorm RA to support the student with social
functioning, mental well-being, executive functioning, and overall life skills. Ultimately, the goal
is to provide a mutual beneficial experience. Peer mentors will become more capable and
develop self-regulation and self-efficacy in training and mentoring others. They will help
students with ASD overcome challenges to living in a relatively independent college setting and
to develop and mature as a young adult and college student.
Purpose of the Curriculum and Guiding Questions
Despite social deficits that pose communication and daily functioning challenges for
people with ASD, data from Hamilton, Stevens, & Girdler (2016) shows that many high-
functioning people on the spectrum aspire to continue their education at the college level, just
ASD PEER MENTOR CURRICULUM 26

like their peers. However, without an Individualized Educational Plan (IEP) in place for these
students at the university level, the deficits associated with ASD combined with a lack of a
support system creates immense barriers to their college success (Van Hess, Moyson, & Roeyers,
2015). Therefore, a social intervention approach such as a peer mentoring program may be the
best way, Hamilton et al. (2016) say, to combat the obstacles and help students with ASD thrive
in college.
Guided Question
How can peer mentors help college students diagnosed with Autism Spectrum Disorder
and special education services at the high school level to significantly increase their
potential to succeed in college?
To address the need for this curriculum, the guided question examines how to alleviate
that problem of practice. Two psychosocial and motivational psychology theories outlined in
Chapter Two will outline specific techniques and practices for addressing the means by which
the peer mentor program can address this question. In addressing them more broadly, the first
principle to understand is that peer mentor training programs focus on teaching mentors about
ASD in a clinical sense. Hamilton et al. (2016) expresses that they explain how the clinical
manifestations of ASD, such as social deficits, atypical behaviors including making unique
sounds and movements, and ASD-associated anxiety, relate to the daily struggles the students
with ASD might experience while at college. Furthermore, the training teaches mentors about
useful mentoring strategies such as positive feedback, using encouraging language, and active
listening. These techniques helped to ensure that mentors feel fully prepared for their role. Each
pair of mentors and mentees should be hand-matched based on interests, hobbies, and the
mentee’s preferred mentor gender.
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Once paired, according to Hamilton et al. (2016), the peer mentor program involves the
mentees meeting up with their mentor individually for two hours per week and attending a
monthly two hour-long group supervision meeting with the entire program and the program
coordinators. Additionally, weekly social group meetings are hosted by two of the mentor
students. During individual meetings mentors aimed to model good behaviors, demonstrate
kindness and support towards their mentees, and assist mentees with daily life tasks if needed.
During the group meetings, socialization was encouraged. This helped the students with ASD
gain confidence by experiencing comfort and support in group social settings. As social comfort
increased for mentees, their self-esteem proportionally increased. In regard to the mentors,
provided compensation allowed for motivation and a sense of accomplishment that further
enhanced the mentor experience. The research conveyed the importance of monitoring mentor
satisfaction, learning about ASD, and application of their training knowledge throughout the
program to determine whether the peer mentoring model was a positive experience (Hamilton et
al., 2016).
Overall, studies such as the one conducted by Hamilton et al. (2016) have determined that
peer mentoring can be a very effective way to support students with ASD at the college level.
Most importantly, they revealed that increasing mentor knowledge of ASD, its related
symptoms, and how it manifests in social settings from the start of the program is the most
effective way to ensure beneficial mentoring. Furthermore, it was found that routine contact with
program directors and disability services staff members, who can provide advice and check in on
mentors, makes for a much more effective program that allows both the mentors and the mentees
to substantially enrich the experience. In sum, positive results for both the mentors and the
mentees are shown, suggesting that peer mentoring college students with ASD could have
ASD PEER MENTOR CURRICULUM 28

benefits that increase learning, social success, academic performance, and wellbeing for all
involved.
In another study on the effectiveness and benefits of a peer mentoring program for
college students with ASD, a slightly different approach was used but similar results to those in
the Hamilton et al. (2016) study were seen. The Ames et al. (2015) study addressed the issue that
high functioning ASD students are prone to many challenges with college life, including time
management, social functioning, performing daily life skills such as doing laundry, grocery
shopping, and going to the bank, and keeping up with academics by independently studying and
following a schedule of classes. It developed, executed, reviewed, and analyzed a peer mentoring
program that helps students overcome these challenges. The ASD Mentorship Program (AMP) at
York University in Ontario, Canada, noted that peer mentoring programs like it could be
universally applied to postsecondary settings to help nearly all students with ASD in college
succeed.
Specifically, Ames et al. (2015) determined that programs founded in student
development theory and disability theory give students with ASD comprehensive wellbeing,
social, and academic support to replace the IEP students formerly relied on in their K-12 setting.
The student development theory focuses on how students in postsecondary settings acclimate to
the college environment as a whole, including social, living, and educational settings, to reach
their full potential. This allows mentors to understand the life components of their mentee. The
disability theory assesses socially constructed symptoms and limitations limited as “disabilities”
and breaks them down during mentorship training so that trained mentors view the “disabilities”
as individual needs of the student with ASD, rather than pathological or psychological permanent
problems. By re-contextualizing student functioning and limitations during mentorship training,
ASD PEER MENTOR CURRICULUM 29

the research states that mentors learn to remove labels and preconceived notions from their
thinking to open their mind to innovative ways of compassionately supporting their mentee
through the many aspects of college life (Ames et al., 2015).
Ultimately, existing peer mentoring programs have proven to make students with ASD
feel safe, supported, and understood by their mentor, facilitating major improvements in their
social, daily living, and academic functioning. Ames et al. (2015) explains that this is achieved
via two sectors: one-on-one mentor-mentee meetings and group workshops with social
gatherings. Similar to the program described by Hamilton et al. (2016), the AMP program pairs
mentors with mentees based on hobbies and interests. It trains the mentors thoroughly over
multiple hours by disability services staff members to appropriately serve as a resource for the
mentees. The AMP specifically finds that the dual theory approach to training – intermixing
student development theory and disability theory into the peer mentor training curriculum –
optimizes the mentor-mentee relationship and mentorship benefits on both ends (Ames et al.,
2015). In order to significantly elevate program success, it has repeatedly been found that a
combination of one-on-one meetings, group events, and mentor check-ins with the program
coordinator(s) optimizes engagement, collaboration, and thriving.
Beyond the academic and life skills effects of peer mentoring, overall life improvements
can be seen in the self-esteem of students with ASD who participate in peer mentoring programs.
Along with the issues related to losing the IEP support system as an entering college student,
Hart, Grigal, & Weir (2010) found that students with ASD are more vulnerable to feeling like
outsiders entering the college world. Due to their self-realization of ASD-related difficulties and
limitations stemming from anxiety about other students judging or labeling them, the self-esteem
of entering college students with ASD has found to be lower than that of the average college
ASD PEER MENTOR CURRICULUM 30

student. This situation adds significant additional stress and anxiety to an already difficult
transition. Peer mentoring programs should be implemented to alleviate this situation and help
students feel more similar to, rather than different from, their peers by getting to know their
mentor early on in college and bonding over commonalities.
As a peer mentor, it is important to treat the student with ASD as an equal. Avoiding
labels or diagnostic terms and rather referring to the mentee only as a peer or fellow student can
put the mentee at ease and improve their self-esteem. Furthermore, when peer mentors help
integrate the student with ASD into college life, support them as they take college classes with
students without disabilities, and aid them in navigating real-world activities, the student with
ASD builds a deep-rooted confidence in themselves that can propel them towards a successful
college career and adult life (Hart, Grigal, & Weir, 2010).
Another benefit of peer mentorship programs, according to this research, is their ability to
increase social circles in which students with ASD can join comfortably without fear of
judgement or being misunderstood. When peer mentors receive adequate training, they can learn
to understand ASD and share that knowledge with friends. Once that friend group receives a
collective understanding of ASD and how it affects people with it, they can be welcoming and
understanding towards the mentee, allowing that mentee to experience social belonging and
group interactions. Hart, Grigal, & Weir (2010) conveyed that relationships like these further
improve the self-esteem of the student with ASD and increases their preparedness for real-world
group experiences.
Additionally, peer mentors and their friend circles can serve as appropriate social
behavior models from which students with ASD can learn. With training on types of ASD
behavioral issues, mentors become aware of atypical behaviors to look for in their mentee. When
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peer mentors observe an atypical behavior occurring, Hart, Grigal, & Weir (2010) stated that
they may politely point out the behavior to their mentee if it feels appropriate or simply model a
different, more appropriate behavior to help the mentee progressively learn behavioral norms and
feel comfortable modifying their behavioral patterns. In general, peer mentorship drastically
improves the social, behavioral, and self-esteem capacities of the mentee student with ASD.
Peer mentor programs for students with ASD can also promote academic success,
according to McCurdy & Cole (2013). Specifically, peer mentors can serve as academic support
systems for students with ASD. They can help them focus on class lectures and tasks, as well as
minimize their potentially disruptive behaviors while in class, McCurdy & Cole claim (2013).
With the presence and support of peer mentors alongside students with ASD, learning practices
can improve to help the student with ASD thrive academically without distracting others.
Another academic effect of peer mentoring is demonstrating good study practices.
McCurdy & Cole (2013) state that peer mentors can also help their mentee with organization,
management of school materials, and with developing a studying routine. All of these efforts
may come easily to the peer mentor, as the peer mentor simply is required to share their already-
effective school habits with the mentee, and yet they can be tremendously beneficial for the
mentee student.
Definition of Terms
An accommodation changes how a student learns the material. A modification changes
what a student is taught or expected to learn. Accommodations can help kids learn the same
material as their peers. These supportive approaches help students access the curriculum in
different ways that are helpful to their own learning abilities (Rath & Royer, 2002).
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Autism and Autism Spectrum Disorder (ASD) refer to a diagnosis in the DSM-5 of a
broad range of conditions characterized by challenges with social skills, repetitive behaviors,
speech and nonverbal communication (American Psychiatric Association, 2013). These deficits
prevent typical development of a child and delay learning, maturity, behavior, and growth in a
range of severity levels in a variety of developmental milestones (Williams, 1995).
Behavioral modeling is part of Social Learning Theory. It is the process of teaching or
encouraging a specific behavior by demonstrating it yourself. Behavioral modeling is grounded
in the idea that showcasing a technique in person is an effective way for others to learn the
technique (Rath & Royer, 2002).
Developmental delays mean a child is continually behind in gaining the skill, learning
and functioning abilities expected by a certain age or even grade level. A developmental delay
can happen in just one area or in a few. A global developmental delay is when children have
delays in more than one area or many areas (Williams, 1995).
A disability is explained as an issue that causes limits to a person’s ability to function in
life, including cognitive or physical impairments, or both. A student with defined disabilities is
entitled to services through the Disability Offices on college campuses by law. Most students
with disabilities can apply for accommodations to give them the academic equity to help them
succeed in school (Americans with Disabilities Act, 1990).
Generalization is understood to be directly tied to the transfer of knowledge across
multiple situations. Generalization allows students to recognize the similarities in knowledge
acquired in one circumstance, allowing for transfer of knowledge onto new situations which is
difficult for students with ASD (Sniatecki et al., 2015). The practical application of academics
into real world experiences is a critical skill of transfer. This idea rivals the Theory of Situated
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Cognition, instead stating that one can apply past knowledge to learning in new situations and
environments across life situations (Zimmerman & Schunk, 2001).
Peer mentoring is defined as support, assistance and guidance by a similar age
individual to another individual who may have gaps in their knowledge in some area including
school skills, academics, life skill, social skills and job searching skills. (CLE, 2009). It also
includes collaboration and help with social and emotional development.
Positive Mental Attitude (PMA) is a concept first developed and introduced in 1937 by
Napoleon Hill in the book Think and Grow Rich. Positive mental attitude is the philosophy that
having an optimistic disposition in every situation in one's life attracts positive changes and
increases achievement.
Processing speed is the length of time required for someone to cognitively break down
and interpret information (Hong, 2015). Processing speed is determined by testing how long it
takes for someone to react to an auditory or visual stimulus.
Resilience is the ability to get up and try again after being knocked down physically,
mentally, or spiritually. It requires mental fortitude to recover from difficult challenges including
self-awareness, attention, letting go, and maintaining positive emotions. A resilient mindset leads
to grit (Duckworth, 2013).
Self-advocacy is learning how to speak up for yourself, making your own decisions
about your own life, learning how to get information so that you can understand things that are of
interest to you, finding out who will support you in your journey, knowing your rights and
responsibilities, problem solving, listening and learning, reaching out to others when you need
help and friendship, and learning about self-determination (Hong, 2015). Self-Advocacy is
ASD PEER MENTOR CURRICULUM 34

important so that you have the knowledge needed to succeed and are given the chance to
participate in decisions that are being made about your life (Zimmerman & Schunk, 2001).
Self-efficacy is a person’s confidence in themselves to complete an assignment or
achieve a specific goal. The higher a person’s self-efficacy, the more willing they are to face
challenging situations head-on as opposed to backing away from them (Bandura, 1993).
Self-regulation of learning is the ability to act in your own best interest to get educated
in a way achieve academic goals over an extended period of time. Components of self-regulation
of learning include defining personal academic goals, outlining a plan to achieve these goals,
utilize tools to measure progress, and reflecting on the final outcome (Zimmerman, 2000).
Social communication is the way in which language is utilized in social situations. Key
aspects of social communication include social awareness, interpersonal interaction, language
interpretation, and pragmatics (Hong, 2015).
Social integration is the phenomenon of a society adapting to and adopting cultural
aspects of people who are just becoming a part of the society. The host society starts to
incorporate new traditions, ideals, and customs from the newcomer’s life (Zimmerman &
Schunk, 2001).
Transition planning is a formal process for helping kids with IEPs figure out what they
want to do after high school, where their skills and abilities can best be used, and the chance to
think through their personal goals along with how to reach them. It's required by the Individuals
with Disabilities Education Act (IDEA) which regulates services (IDEA, 2004).

ASD PEER MENTOR CURRICULUM 35

Chapter Two: Curriculum Overview
This section includes a curriculum overview. Found in this chapter are the curriculum,
description, learner description and context, theoretical framework and research-based practices,
designer justifications, designer bias, outcomes, assessments, and activities. A new service
delivery model with peer mentors trained at colleges will help alleviate these barriers and
frustrations that students with ASD face, helping them move into the self-determination
framework. Once students with ASD enter this mindset through support and guidance by their
peer mentor, self-advocacy, self-awareness, and self-regulation will replace the worry and
ambiguity with which they enter the university (Zimmerman, 2000). Since many students are not
aware of their limitations, initial assessments will be critical for them to take a look at
themselves, identify their needs, and determine how the university can guide them and provide
support. Krell & Pérusse (2012) express that a new integration model that utilizes peer mentors
for added support and guidance is the best solution to this problem.
Curriculum Description
This peer mentor training curriculum takes into account the six components of academic
self-regulation peer mentors need to use to ensure mentee success. Learning the self-regulatory
skills related to each of these components can help peer mentors teach their mentees to exert
control over learning and promote their personalized academic achievement. Adapted from
Zimmerman & Risemberg (1997) and refined by Seli & Dembo (2020), the six components are:
• Motivation
• Methods of learning
• Use of time
• Physical environment
ASD PEER MENTOR CURRICULUM 36

• Social environment
• Monitoring performance
By incorporating these six concepts into the training curriculum, peer mentors ensure a high
probability for success for students with whom they work. Throughout the training units and
lessons each of these areas is addressed in varying significance.
Learner Description and Context
The learners for whom the curriculum is designed are peer mentors for students with
ASD at colleges. They are generally in their junior and senior year of college and do not identify
with any specific disabilities. Disabilities Services will ensure that peer mentors have the
characteristics of integrity and willingness to do the job. They will have a high level of empathy
and command of academics with the ability to teach others. The curriculum developed in this
dissertation will train them to work with students with ASD identified as needing a peer mentor
to support them throughout their college experience. This situation will benefit both the students
with ASD, by helping them substantially raise their potential as students, and the peer mentors,
who will learn the responsibilities of looking out for and supporting someone else through all
aspects of the college experience.
Theoretical Framework and Research-Based Practices in Curriculum
Multiple frameworks have emerged from the literature that are applied to create the peer
mentor curriculum. These all fall under the concepts stemming from Critical Disability Theories
(CDT), and include the motivational theories of Self-Efficacy (Bandura,1997), Self-Regulation
(Zimmerman, 2001) and Zone of Proximal Development (ZPD) (Vygotsky, 1962).
Horowitz (2012) explains in his research that students with learning differences will
ultimately become adults with learning differences. They will have the same challenges in
ASD PEER MENTOR CURRICULUM 37

learning throughout their lives. If not addressed, these persistent challenges will detrimentally
impact their academic and personal growth. Further, Atkins (2007) shares that CDT is important
because disability studies were once regarded as unimportant. However, Engstrom & Tinto
(2008) profess that, as time has gone on, Atkins ideas have proven to be significant. They convey
that all students regardless of their underlying issues can excel in the classroom and in life when
given the resources, academic accommodations, and peer mentoring required to support their
gaps.
In the past, students with disabilities have been asked to complete college level curricula
without adequate support. This has led to high course failure and drop-out rates in this population
(Hong, 2015). However, with support from peer mentors and an understanding and availability
of their accommodations, the playing field is leveled so that students can thrive. Peer mentors,
therefore, are critical catalysts for the thriving of students with disabilities. As stated by
Engstrom & Tinto (2008), the support needed for students with disabilities goes on for a lifetime,
well beyond the K-12 years. Therefore, with trained peer mentors in place, post-secondary
students can conquer their personal educational and career goals to find the success they want
and deserve. Atkins (2007) suggests that CDT addresses inequities in the educational system that
last over a lifetime of learning, not just in K-12 settings.
Three specific concepts including theories in educational psychology and motivation
create the Theoretical Framework that supports the curriculum: Self-Efficacy, and Self-
Regulation and Zone of Proximal Development.
These frameworks serve as an efficacious basis for the curriculum due to the fact that,
fundamentally, students with ASD find less success in college because of a susceptibility to
feeling overloaded by information and stressors. As stress increases, learning decreases. If
ASD PEER MENTOR CURRICULUM 38

students can self-regulate their learning, they will have the best chance at success. With
confidence in their abilities through improved self-efficacy, their confidence will build, further
motivating them to master these techniques to overcome their challenges and succeed. Therefore,
understanding the connections of these three theoretical frameworks and their importance in
drawing from knowledge will be necessary for effective implementation of this curriculum.
Self-Efficacy Theory
In Bandura’s (1993) social cognitive theory, the concept of self-efficacy is prominent.
This theory addresses the interactions between person, behavior, and environment. Confidence
and self-efficacy are closely linked, as someone with high self-efficacy will feel more secure and
sure of themselves, completing tasks at a higher level than someone with low self-efficacy. It
will then have an effect on their choices, persistence and mental effort for learning or completing
tasks. Therefore, peer mentors and students themselves need to have high self-efficacy for
enhanced learning to occur. Bandura (1993) explains that learner efficacy enables peer mentors
to successfully bring about the desired outcomes with confidence and better retention of
information learned.
The peer mentor curriculum is developed to help learners incorporate best practices in
learning academics, social and life skills, along with positive psychology and motivational
techniques throughout their learning process. Bandura (1993) suggests that social modeling and
mastery of information are the best ways to establish and grow self-efficacy. Therefore, this peer
mentor curriculum includes training in how to manage academic achievement, life skills, career,
and social-emotional goals (Bandura, 1993). Through carefully designed lessons, this curriculum
provides the learner with the opportunity to raise their beliefs in their own abilities through
readings, videos, activities, and generalization application of material.
ASD PEER MENTOR CURRICULUM 39

Self-Regulation Theory
The third, and most significant theory on which this dissertation is focused is
Zimmerman’s theory of self-regulation and academic achievement. Zimmerman (2001) states
that self-regulated learning includes cognitive, metacognitive, behavioral, motivational, and
emotional/affective aspects of learning. It considers a large umbrella of variables including self-
efficacy, volition, and cognitive strategies incorporated into a comprehensive and holistic
approach. The goal is for students to be taught how to be more strategic, organized, and
successful in learning and in life. As Zimmerman (2001) describes, this model incorporates
differential effects of students’ developmental stages and educational levels to enhance student
learning.
The self-regulated learning model forms an integrative and coherent framework from
which the research and curriculum in this dissertation is developed. As Seli & Dembo (2020) tell
us, the six components contributing to academic self-regulation are: motivation, methods of
learning, use of time, physical environment, social environment and monitoring performance. By
incorporating these academic self-regulation concepts into the training curriculum, peer mentors
optimize learning experiences. The peer mentor curriculum is designed with the motivational
framework of self-regulation of peer mentors to be correlated with academic, social and
environmental situations. The more that peer mentors incorporate self-regulation techniques into
their advice as they guide their mentees, the better the students with ASD will be at
independently learning and functioning as productive members of society.
Zone of Proximal Development (ZPD)
Vygotsky’s sociocultural theory of development (1962) states that children live in various
sociocultural contexts which affect their cognitive development, social interaction abilities, and
ASD PEER MENTOR CURRICULUM 40

general life skills. Therefore, creating environments that promote social skills for students, such
as peer mentoring group meetings, and easing potential sociocultural stressors can help students
reach their full potential. This helps students become more effective as learners so that they may
achieve higher productivity as members of society.
Vygotsky (1962), says that the most effective learning outcomes occur when learners are
working together and collaborate with others, especially those with experience. By working
together with those who are more experienced, a learner is able to understand novel concepts,
physical techniques, and mental tricks. Learners work through tasks on their own as well as with
others, then proceed to receive pointers from their instructors and peers in a prompt and detailed
manner (Vygotsky, 1962). The concepts outlined in the Zone of Proximal Development (ZPD)
are utilized in the curriculum in order to properly gauge each learner’s amount of prior
knowledge and development. The curriculum will identify the needs of each learner and place an
emphasis on helping the learners come up with and implement plans to ease their transition into
higher education (Vygotsky, 1962).
Students who have ASD and learn differently tend to experience alienation from peers.
Horowitz (2012) professes that they feel left out of peer activities and even life itself. According
to Horowitz (2012), these students with learning differences and those with ASD will move into
adulthood and continue to experience the same difficulties throughout their lives. These deficits
will present difficulties and negative impacts on academic performance, relationships, adapting
to new situations and environments, and overall personal growth. Three motivational theories
used in the design of the curriculum to help peer mentors be prepared for the role of advancing
the lives of college students with ASD are: Vygotsky's Zone of Proximal Development (ZPD),
Bandura's Social Cognitive Theory (SCT), including the concept of Self-Efficacy, and
ASD PEER MENTOR CURRICULUM 41

Zimmerman’s Self-Regulation Theory. These theories combine to synergistically create an
understanding so that the peer mentors may be trained to optimize mentee success in college.
Theoretical Framework and Alignment Matrix
Table 1

Theoretical Alignment Matrix
Guiding Question Theoretical Framework Summary of Theory and
Relevance
How can peer mentors
help college students
diagnosed with Autism
Spectrum Disorder and
special education
services at the high
school level to
significantly increase
their potential to
succeed in college?
Self-Efficacy
(Albert Bandura, 1977)

Self-Regulation and
Academic Achievement
(Zimmerman, 1989)

• Summary: Self-efficacy allows
for confidence in
understanding and plays a
crucial role in how learners
approach goals, assignments,
and problems.
• Relevance: The learners of this
peer mentoring program will
have varied experiences in
their academics, life, social,
and college living skills. This
curriculum seeks to prepare
peer mentors to successfully
bring about the desired
outcomes for mentees and with
greater self-efficacy. They are
more likely to retain
information learned, have
confidence in their knowledge
and feel secure in their work
with students once it is
mastered.
• Summary: Self-regulation
ensures students can determine
what needs to be done and
accomplish those goals as
independently as possible.
• Relevance: This curriculum
will include learning activities
designed to create flow in
learning and setting up
systems to pre-learn, learn,
apply to situations, and reflect.
The peer mentors will be able
to learn the curriculum and
ASD PEER MENTOR CURRICULUM 42

Zone of Proximal
Development
(Lev Vygotsky, 1934 –
original work,
posthumously published in
1962)
apply it to working with
students in the needed time
frame. This curriculum will
provide learners with the best
chance of success for both
themselves and the students
with ASD who they mentor. It
focuses on step by step UDL
designed instructions for
enriched memory of concepts
and the best learning outcome
mastery.
• Summary: Working
collaboratively with people
with expertise allows learners
to gain knowledge and skills in
an enhanced way.
Collaborative learning and
efficiency provide much better
outcomes with more best
practices evoked, keeping in
mind the Zone of Proximal
Development of students.
• Relevance: This peer mentor
curriculum gives tools to peer
mentors to work in the Zone of
Proximal Development where
abilities align with strategies
and achievement. It used
scaffolded instructions, and
reflection in order to help them
identify goals and develop
plans to move students
forward.

Overview of Curriculum
This curriculum serves to educate the college support peer mentors on ways to help
students in college overcome self-regulation issues and executive functioning problems related to
academics, as well as life and social skills. With this educational basis, peer mentors can then go
on to help the students with ASD launch their lives and careers. This curriculum will contain 5
units covering 32 lessons that span the peer mentor training and support staff time period. It will
ASD PEER MENTOR CURRICULUM 43

include relevant activities, assessments, feedback models, and explanations of curriculum
outcomes.
Curriculum Implementation
The curriculum will be implemented over a 3-day boot camp of training sessions that will
consist of a weekend commitment. The timing will include a half-day over afternoon of the first
Friday of the semester (3 hours), followed by full-days Saturday and Sunday (6 ½ hours). There
will be a 30-minute break for lunch between units on Saturday and Sunday. The training will be
broken down into five 3-hour long sessions, which will be structured as follows:
Friday - 12:30 pm – 3:30 pm - Unit 1
Saturday 9:00 am – 12:00 pm - Unit 2
Saturday 12:30 pm – 3:30 pm - Unit 3
Sunday 9:00 am – 12:00 pm - Unit 4
Sunday 12:30 pm – 3:30 pm - Unit 5
Prior to this three-day session sequence, peer mentors will be expected to skim through
the curriculum, focusing on the learning objectives of the lessons and units. During this three-day
initiation into the program, peer mentors will engage more with the curriculum and be taught by
disabilities services staff about the fundamentals, procedures, and goals of the program. Each
day, peer mentors should arrive prepared with a copy of the curriculum section(s) corresponding
to that day’s training and note-taking supplies.
Ongoing through the first semester of school, the peer mentors will attend bi-weekly
meetings on the first and third Saturday of each month from 10:00 am – 12:00 pm to review the
content of each unit as follows:
September - Unit 2
ASD PEER MENTOR CURRICULUM 44

October - Unit 3
November - Unit 4
December - Unit 5
These sessions will delve more deeply into Units 2-5 of the curriculum, allowing peer mentors to
continue growing their understanding and skillset.
During the second semester in spring, training sessions will take place only mid-month to
check in, address questions, and fill out evaluation forms. Peer mentors will be given the blank
forms at the August training and then the October, December, March, and May monthly
meetings, and will be expected to turn them into their instructor by October 15th and December
15th of the fall semester, as well as by March 15th and May 15th of the spring semester. This
assessment gauges peer mentor understanding and experiences within the peer mentor program
as they progress through the training sessions, meetings, and interactions with their mentee.
In order to work closely with mentees throughout the entire school year, the peer mentors
will be meeting with their mentees once a week for two hours to address issues. They will also
check in with their mentees once a week via text or email. The entire peer mentorship program
will least for the academic year from September through May.
Motivational Indicators
In innovating new programs, Clark and Estes (2002) say that the factors of choice, mental
effort, and persistence all underlie motivation must be present for the programs to be effectively
created and implemented. At the university level, it seems that a lack of choice to start a new
effort, for which time and finances will need to be allocated, currently keeps them from
developing a peer mentor program for students with ASD. From the standpoint of university-
based disability service centers, mental effort and persistence in requesting such a program
ASD PEER MENTOR CURRICULUM 45

remain significant barriers that have kept peer mentor programs from being implemented. If
these university systems could choose to work towards developing a peer mentoring program,
put forth the mental effort of learning the peer mentoring curriculum and gaining the capacity to
teach the curriculum to peer mentors, and persist to keep the program running effectively
through routine assessments and check-ins, many universities could get the program running so
that it can successfully help their population of students with ASD.
From the student end, Hong (2015) explains that motivational indicators to implement a
peer mentoring program include the fact that many incoming students have difficulty with lack
of self-advocacy, with meta cognition and ability to execute consistently, self-regulation, and
challenges in executive functioning. This overall lack of self-efficacy results in inadequate
transition and integration into higher education. Thus, if these motivational indicators are to be
taught to peer mentors both through the curriculum and through demonstration by the university
disability services office employees, the peer mentors will further contribute to the success of the
program longitudinally. The peer mentors can also help the mentees build this mental toolset,
allowing both mentors and mentees to overcome daily challenges and keep motivated towards
following through with their goals.
Assumed Motivation Causes and Validation
Evidence-based research on the few current peer mentor programs for college students
with ASD reveals four key focus areas for mentors: (1) social integration, (2) behavioral
modeling, (3) life skills assistance, and (4) academic support with organizational guidance. For
the sake of this curriculum, it is assumed that peer mentors are not properly trained.
In thinking about the assumed motivational causes of self-efficacy, mental effort, and
persistence mentioned above, variables and proposed validation tools will be considered along
ASD PEER MENTOR CURRICULUM 46

with proposed validation tools. Understanding that universities are not prioritizing peer mentor
training programs and peer mentors do not feel prepared to help students with ASD can be
attributed to the fact that students with ASD are not successful in college as typically developing
peers.
Therefore, to validate this attribution, questions will be asked of peer mentors and the
training program through assessments. These assessments are created to step them through their
learning process to achieve self-efficacy in their ability to help mentees. Furthermore, the
program will be validated through efficacious implementation and sustaining efforts of the peer
mentor program, disability services office officials will do routine assessments, check-ins, and
will communicate regularly with university personnel to ensure the program is as effective as
possible.
Motivational Solutions
To overcome the lack of motivational factors being implemented by university and
disability services professionals, they must understand the factors that comprise motivation:
choice, mental effort, and persistence. Universities need to choose to prioritize peer mentor
programs so that they can improve graduation rates, passing grade rates, and long-term success
of all students, including those with ASD (Aron & Loprest, 2012). By putting for the mental
effort of learning where gaps exist, universities can work towards making a plan to close such
gaps through motivational efforts. Finally, persistence will crucially aid in the execution of such
efforts. By addressing the assumed motivational causes and putting into place peer mentor
programs, the proposed solution to close the gap, all students will have a chance to succeed at
college. In turn, the university as a whole will be regarded more reputably.
ASD PEER MENTOR CURRICULUM 47

Furthermore, when peer mentors are properly trained in each area and taught
motivational skills, the mentees will be provided with a holistic supporter who can boost their
overall functioning in all aspects of their life as a college student. Furthermore, the peer mentor
will experience feelings of pride through helping their mentee, which boosts their own morale
and overall functioning. Hence, Hamilton, Stevens, & Girdler (2016) predict that widespread
peer mentor programs for college students with ASD, that are run by individuals who utilize
routine motivational tools, will prove to be beneficial for all involved. They will improve the
effectiveness of the university for students with ASD, as well as the college life experience of
both the mentor and mentee when proper training and execution of the program takes place.
Design Justification and Acknowledge of Designer Bias
The design of the curriculum is justified by the need to educate peer mentors and use
universal design for learning (UDL) principles to teach effectively (Horowitz, 2012). Activities
in the curriculum include motivational theories, theories about learning, and various disorders
such as ASD. The curriculum is designed with UDL strategies to enhance student understanding
of concepts with auditory, visual and experiential learning supports. Assessments of the peer
mentoring program are used to reflect on the process for both peer mentors themselves and the
program in general. Peer mentors will also interface with faculty to provide wrap-around services
and support that encompasses the entire student’s college experience. The training is designed to
facilitate a mutually beneficial relationship developed between the mentor and mentee.
In the design of this curriculum, there are inherent biases that need to be considered.
Before designing this curriculum, there were decades of experience gained by the designer in
personal life situations and consulting with families whose children are on the Autism Spectrum.
There is intense and significant prior knowledge gained over the last 25 years of what might
ASD PEER MENTOR CURRICULUM 48

work and what might not work for many students with similar issues. These experiences are
incorporated into the decision-making process and design structure, even though her personal
experience was not in a college setting, but mostly with children and students aged 3 to 18. She
can use her own experiences to reflect on the program and what is reasonable to expect of
trainees. Creswell (2014) noted there will always be internal and past experiences of personal
biases present when understanding issues. This curriculum, therefore, likely has biases based on
personal understanding combined with review of the literature and research-based thoughts.
Curriculum Outcomes
This curriculum will utilize Positive Mental Attitude (PMA), enhanced executive
functioning skills, and a strengths-based approach to train advisors to work with students with
Autism and learning differences to enhance learning strategies. It will also utilize student
development theory, learning theory, and an understanding of disability and learning differences.
For success in teaching, Universal Design for Learning (UDL) strategies will be utilized
continually to enhance understanding of concepts with auditory, visual and experiential learning
supports. The newly trained peer mentors will interface with faculty to provide wrap-around
services similar to those the student was getting in the K-12 environment with IEP and support
that encompasses the entire student’s college experience. These skills are critical for the advisor
trainees to thrive in the center as well as in the future working with college students. These skills
are embedded into the outcomes as practices that need to be understood to succeed in working
with college students.
By the end of this curriculum, peer mentor trainees will be able to do the following:
1. Understand Autism Spectrum Disorder (ASD) and how it manifests in college students.
ASD PEER MENTOR CURRICULUM 49

2. Apply student development theory to mentees with ASD to promote academic,
psychosocial, cognitive, moral, and life/social skills student development.
3. Develop mentee’s self-regulation, motivation, and executive functioning to assist in
reducing anxiety and building confidence.
4. Demonstrate academic support strategies including psychology concepts like growth
mindset, positive psychology, and mindfulness to empower students.
5. Formulate strategies to enhance mentees’ life skills, social skills, and development of
healthy social relationships.
6. Collaborate with students in a conversational and supportive format at least one time per
week.
Curriculum Assessments
Assessments aid in determining whether learning is actually occurring in any situation.
Mayer (2011) says there are various forms of assessments needed to properly determine
understanding of material. This curriculum will include all three forms of assessments that the
peer mentors will be included in the training of peer mentors. Initial assessments will be critical
to determine and set personalized short-term goals for the peer mentors, medium-term will assess
them halfway through the semester, and long-term goals will allow them to evaluate how well
they mastered the curriculum and how well it worked in general.
Initial evaluations are completed showing whether the peer mentors understand how to
act as peer mentors in a college setting to provide support for incoming students with ASD. The
peer mentors then are evaluated to ensure that they learned about topics and how to help students
in the areas of social/emotional health, life/social skills, academic progress, and executive
functioning abilities using the evaluation forms created. These evaluations will elucidate peer
ASD PEER MENTOR CURRICULUM 50

mentor understanding as it relates to learner self-efficacy. Family members will be consulted
yearly to assess needs and re-determine necessary supportive services. These assessments will
serve as benchmarks for the learning process and will direct whether re-teaching or review needs
to be done before proceeding to have the peer mentor work with more students with ASD.
Curriculum Activities
There are various interactive activities and experiential learning opportunities in the
curriculum, which align with the theoretical frameworks, to support the learning outcomes of
each unit and lesson. Mayer (2011) describes that such experiential and applicable activities will
help deepen learning comprehension by integrating various organizational methods and using
skills to perform tasks related to academic and life/social skill information by students. Each
lesson in this peer mentor curriculum includes most or all of the following categories: Learning
Outcomes, Guided Questions Readings, Videos, Activities, Generalization, Assessments, and
APA References. This curriculum utilizes this knowledge by including readings and discussions
related to learner characteristics, theoretical frameworks related to psychological mindset, and
learning strategies based on research driven theories. All readings and activities are weaved
throughout the curriculum to serve as catalysts for learning.
Evaluation Plan
Ensuring curriculum effectiveness and efficiency is vital to its success and proper
implementation. To ensure the best usage of this curriculum by peer mentors, the four levels of
Kirkpatrick and Kirkpatrick’s (2016) model - reactions, learning, application, and results - all
need to be incorporated. To evaluate the peer mentor program in line with Kirkpatrick’s four-
level evaluation system, the following questions may be asked:
ASD PEER MENTOR CURRICULUM 51

1. Reaction: Reaction includes the engagement, relevance, and peer mentor satisfaction of
the learner. Assessment of the training using Kirkpatrick’s level of reaction will include
questions such as: Did peer mentors like the training? How did they feel about the
training?
2. Learning: Learning considers the depth of comprehension and amount of knowledge,
skills, and self-efficacy gained by the peer mentors. An example of a question to assess
learning would look at whether peer mentors gained knowledge, skills, and abilities on
each topic in the lessons of the training.
3. Application: Application, or transfer of skills, measures how peer mentors apply what
they learned in the practical applications once they have mastered concepts. Application
includes applying learning in terms of evaluating, encouraging, rewarding, and
demonstrating success in utilizing information. To assess Kirkpatrick’s level of
application of peer mentors in the training, activities involving relating concepts to the
ability to teach them to students will be measured.
4. Results: Results explain the extent to which the learning event is successful. Results
include demonstration of mastering desired outcomes and the ability of the peer mentors
to answer the learning module guided questions. A question to assess the results of the
training program would be as follows: Did the training have a positive impact on the
ability of peer mentors to mentor students?
At the end of each unit taught, there is an assessment of effectiveness in teaching and
learning that encompasses checking for comprehension levels incorporating Kirkpatrick’s four
levels. This assessment considers the attitudes, knowledge, and the skills and capabilities the
peer mentors adapted. The idea is to confirm that peer mentors are gaining knowledge to teach
ASD PEER MENTOR CURRICULUM 52

students as they progress through the curriculum. Transfer of skills, or application, will be the
most important concept on four levels. First, measuring transfer aids in determining whether the
peer mentors understood what they learned and its importance in real life. Secondly, transfer is
critical in the subject matter itself in terms of relating to learning life skills and the practical
application of what is being taught by peer mentors to students with ASD in college.
During administration of the peer mentoring curriculum, there will also be an
examination of the effectiveness of the training as a whole with checks for understanding.
Initially, peer mentors will complete questionnaires at the end of each unit to assess their own
understanding of what they are learning in each lesson. Furthermore, at the middle and end of
each semester, a two-page peer mentor check for understanding will be administered through an
evaluation form completed and submitted by peer mentors. The peer mentor program evaluations
will be used to make needed adjustments and enhancements to the peer mentor training program
going forward.
Reflection
The peer mentoring model utilizes theoretical frameworks from psychology,
developmental sociology, and education to enhance the supportive learning and development of
students with ASD. Based on an understanding of ASD, transition programs, and the K-12
educational system IEP structure, the two-advisor model can be developed and continually re-
evaluated to help students with ASD reach their fullest potential in college. The peer mentor
would simulate an improved version of the IEP case manager combined with the dorm RA to
support the student with social functioning, mental well-being, executive functioning, and overall
life skills. Ultimately, the goal is to help students overcome challenges so they can live in a
relatively independent college setting and mature as a young adult and college student.
ASD PEER MENTOR CURRICULUM 53

Curriculum Scope and Sequence Chart
Table 2

Scope and Sequence Chart
Key: X = Addressed / Applicable I = Introduced R = Reinforced M = Mastered
UNIT MODULES
X=Addressed/
Applicable
I=Introduced
R=Reinforced
M=Mastered
Under-
stand
Autism
Spectrum
Disorder
(ASD)
and how
it
manifests
in college
students
Apply Student
Development
Theory to
mentees with
ASD to
promote
academic,
psycho-social,
cognitive,
moral, and
life/social
skills
Develop
mentee’s
self-
regulation,
motivation
and
executive
function-
ing to
reduce
anxiety
and build
confidence
Demonstrate
academic
support
strategies
including
psychology
concepts:
growth mindset,
positive
psychology, and
mindfulness to
empower
students
Formu-
late
strategies
to enhance
mentees’
life skills,
social
skills and
develop-
ment of
healthy
relation-
ships
Colla-
borate
with
students
in a
conver-
sational
and
support-
ive
format at
least once
per week
Peer
Mentoring
Introduction to
Peer
Mentoring

I

I

I

I

I

I
Laws, Confi-
dentiality, and
Boundaries

X

X

Paperwork and
Tracking
Progress

X

X

X
Goals and
Responsi-
bilities of Peer
Mentors /
Mentees

R

R

X

X
Counseling
Skills
Student
Development
Theory /
Autism

R

R

X

R

Self-Efficacy
and
Independence

R

R

R

R

R

Self-Advocacy
and Self-
Awareness

R

X

R

R

R

X
Communi-
cation / Social
Pragmatics

R

X

R

X

R

Communi-
cation in
Various
Circumstances

R

X

R

X

R

Managing
Relationships

R

X

R

R

R

R
ASD PEER MENTOR CURRICULUM 54

Common Co-
Occurring
Issues

R

X

R

R

Executive
Functioning

R

R

R

X

R
School
Skills
Self-
Regulation

R

R

R

R

R

R
Goals /
Motivation

R

X

R

R

R
Time
Management
and
Procrastination

R

X

R

X

R

Reading, Note-
Taking, and
Writing

X

X

R

Test Strategies X X R
Accommo-
dations

X

X

X

R
Roles of
Offices

X

X

X

Campus
Transportation

X

X

X

Life Skills Stress
Management

R

X

R

R

R

Healthy
Lifestyle

R

X

R

R

R

Financial
Management

R

X

X

R

Safety R X R R R
Positive
Psychology

R

R

X

R

R

Mindfulness
and Balanced
Living

R

R

R

R

R

Career
Skills
Career
Advancement

R

R

R
Transition
Planning

R

R

X
Wrap-Up/
Reflection/
Metacognition

M

M

M

M

M

M
ASD PEER MENTOR CURRICULUM 55

Chapter Three: Curriculum Unit/Modules Overview
Table of Contents for Curriculum Modules

Order of Modules/Activities - Peer Mentor Curriculum

Figure 1. Curriculum Unit 1

Unit 1: PEER MENTORING
Introduction to Peer Mentoring
Laws, Confidentiality, and Boundaries
Paperwork and Tracking Progress
Goals and Responsibilities of Peer Mentors / Mentees

Figure 2. Curriculum Unit 2

Unit 2: COUNSELING SKILLS
Student Development Theory / Autism
Self-Efficacy and Independence
Self-Advocacy and Self-Awareness
Communication / Social Pragmatics
Communication in Various Circumstances
Managing Relationships
Common Co-Occurring Issues
Executive Functioning

ASD PEER MENTOR CURRICULUM 56

Figure 3. Curriculum Unit 3
Unit 3: SCHOOL SKILLS
Self-Regulation
Goals / Motivation
Time Management and Procrastination
Reading, Note Taking, and Writing
Test Strategies
Accommodations / Apps / Working with Disability Services Office
Defining Roles of Offices / Navigating Campus
Campus Transportation

Figure 4. Curriculum Unit 4

Unit 4: LIFE SKILLS
Stress Management
Healthy Lifestyle
Financial Management
Safety
Positive Psychology
Mindfulness and Balanced Living

ASD PEER MENTOR CURRICULUM 57

Figure 5. Curriculum Unit 5

Unit 5: CAREER SKILLS
Career Advancement
Transition Planning
Wrap-Up / Reflection Metacognition

ASD PEER MENTOR CURRICULUM 58

Module Activities
UNIT 1: INTRODUCTION TO PEER MENTORING
As students with disabilities enter their college environment, they need well-trained peer mentors
to teach them how and why wisely navigating their life as a young adult student is vital to their
academic achievements. Peer mentors offer unique and certified strategies to coach transitioning
students in a meaningful college experience. Peer Mentor program introduction shows potential
mentors, transitioning students and families a feel for the supportive, successful climate mentors
create for the students. The goal is to train peer mentors to help the student succeed in meeting
their educational, social, emotional, and career goals. The platform is created for student success.
We will provide services for students and help direct them to resources in order for them to
address: academic success, connections and engagement, career development, diversity and
inclusion, and critical life skills for independent living and safety issues.

Meeting Agenda:
-Introduction to peer mentoring
-Laws, confidentiality, and boundaries
-Paperwork and tracking progress
-Goals and responsibilities of peer mentors/mentees

UNIT 1 - Journal Sheet for notes

QUESTION THOUGHTS/NOTES:

What are peer mentors?

What will be included in 3-day training?

What is expected in terms of ethics from peer mentors and mentees?

What is FERPA?

What are appropriate boundaries for peer mentors and mentees?

What paperwork and notes are required with students?

What are meeting procedures?

Do both peer mentors and mentees understand the goals of the program?

Do peer mentors and mentees understand the process of filling out evaluations and progress
reports?

Additional notes/questions you have for the instructor:
ASD PEER MENTOR CURRICULUM 59

UNIT 2: COUNSELING SKILLS
In this unit, you will discuss the difference in human development found in people with Autism
where gaps exist between them and people who are typically developing. We will explore issues
that arise most commonly for students with ASD and understand ways to address their specific
needs with the goal of helping them thrive in every area of their life.

Meeting Agenda:
-Student Development Theory/Autism
-Self-efficacy/independence
-Self-advocacy and self-awareness
-Communication/Social pragmatics
-Communication in various circumstances
-Managing relationships
-Common co-occurring issues
-Executive functioning

UNIT 2 - Journal Sheet for notes

QUESTION THOUGHTS/NOTES:

Can I recognize the strengths and limits of the transitioning student?

How can you help students work on monitoring and self-awareness regarding their self-
efficacy?

How can students improve their theory of mind?

What strategies can students use to self-advocate and become self-aware?

How do we improve social pragmatics through interventional strategies?

What clubs and organizations could match with your mentee student’s interests?

What sorts of problems with social communication are most common?

How does your student understand whether a relationship is healthy, unhealthy or abusive?

What are the most common co-occurring issues for students with ASD?

Which executive functioning tools can you use to help guide students?

Additional notes/questions you have for the facilitator:

ASD PEER MENTOR CURRICULUM 60

UNIT 3: SCHOOL SKILLS
In this unit, you will learn about enhancing school skills to include executive functioning and
study strategies. You will be exposed to a wide range of study strategies, techniques, and
learning methods to be used as a peer mentor. You will be taught organizational skills and gain
an understanding of accommodations available to students with whom you work. You will also
be taught about all of the departments in the campus and how to help students navigate the
setting.

Meeting Agenda:
-Self-regulation
-Goals/motivation
-Time management and procrastination
-Reading, note-taking, and writing
-Test strategies
-Accommodations/apps/working with the Disability Services Office
-Defining roles of offices/navigating campus
-Campus transportation

UNIT 3 - Journal Sheet for notes

QUESTION THOUGHTS/NOTES:

How can you as a peer mentor support your mentee in developing self-regulation and study
strategies?

How can you help students set goals, plan for them, and achieve them?

What can you do to manage your time efficiently?

How can you help students find coping mechanisms to reduce test anxiety?

Which accommodations and services are students entitled to by law?

Can you help students find all of the important offices that have campus resources?

Which forms of transportation are available to students, and how are they accessed?

Additional notes/questions you have for the facilitator:

ASD PEER MENTOR CURRICULUM 61

UNIT 4: LIFE SKILLS
During this unit, we will cover areas for peer mentors to understand how to help students with
ASD improve their life and daily living skills. It will incorporate positive psychology methods
and concepts of mindfulness and balanced living to help students destress and elevate their
potential. Peer mentors will learn stress, financial, and healthy lifestyle management techniques.

Meeting Agenda:
-Stress management
-Healthy lifestyle
-Financial management
-Safety
-Positive psychology
-Mindfulness and balanced living

UNIT 4 - Journal Sheet for notes

QUESTION THOUGHTS/NOTES:

Which techniques can be used to help students identify and reduce stress?

Which techniques do you need to master to help students maintain a balanced lifestyle with
nutrition, exercise, and mindfulness?

How can you set up a budgeting system for students to use on a daily basis?

What do you need to do to help students can protect themselves and ensure their safety?

How do you help students stay in flow with academic work and balanced, productive, positive,
healthy lifestyles?

Which strategies can you use to help students maintain PMA?

How do you help students understand the concept of grit and become more resilient?

How can you help students become observers of others and live more balanced emotional,
physical, academic and spiritual lives?

Additional notes/questions you have for the facilitator:

ASD PEER MENTOR CURRICULUM 62

UNIT 5: CAREER SKILLS
In this unit, peer mentors will understand how to help students create resumes, cover letters, and
search for jobs in order to reach their career goals. Concepts of transition planning will be
understood by peer mentors, who will be able to help students move to the next step in their
lives.

Meeting Agenda:
-Career advancement
-Transition planning
-Wrap-up/reflection/metacognition

UNIT 5 - Journal Sheet for notes

QUESTION THOUGHTS/NOTES:

Do you understand the steps to help your student get an internship or job?

Can you help your student create a cover letter, resume, and conduct a job search?

Are you able to create a timeline that a student can follow in their transition process?

Can you explain appropriate language for texts, emails, and follow-up calls to your student?

Can you help evaluate your student’s strengths, weaknesses, and experience in regard to
transition planning?

Was the peer mentoring program effective for you to help your student?

Can you identify and articulate to your student what they did well and what they need to work on
in the future?

Additional notes/questions you have for the facilitator:

ASD PEER MENTOR CURRICULUM 63

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ASD PEER MENTOR CURRICULUM 71

Appendix A: Syllabus

Peer Mentoring Curriculum for Student Mentors of College Students with Autism
Spectrum Disorder (ASD)
Order of Peer Mentor Curriculum
Unit 1: PEER MENTORING
• Introduction to Peer Mentoring
• Laws, Confidentiality, and Boundaries
• Paperwork and Tracking Progress
• Goals and Responsibilities of Peer Mentors / Mentees

Unit 2: COUNSELING SKILLS
• Student Development Theory / Autism
• Self-Efficacy and Independence
• Self-Advocacy and Self-Awareness
• Communication / Social Pragmatics
• Communication in Various Circumstances
• Managing Relationships
• Common Co-Occurring Issues
• Executive Functioning

Unit 3: SCHOOL SKILLS
• Self-Regulation
• Goals / Motivation
• Time Management and Procrastination
• Reading, Note-Taking and Writing
• Test Strategies
• Accommodations / Apps / Working with Disability Services Office
• Defining Roles of Offices / Navigating Campus
• Campus Transportation

Unit 4: LIFE SKILLS
• Stress Management
• Healthy Lifestyle
• Financial Management
• Safety
ASD PEER MENTOR CURRICULUM 72

• Positive Psychology
• Mindfulness and Balanced Living

Unit 5: CAREER SKILLS
• Career Advancement
• Transition Planning
• Wrap-Up / Reflection / Metacognition
ASD PEER MENTOR CURRICULUM 73

PRE-PROGRAM PEER MENTOR INITIAL TRAINING SESSIONS

Curriculum Implementation
The curriculum will be implemented over a 3-day boot camp of training sessions that will
consist of a weekend commitment. The timing will include a half-day over afternoon of the first
Friday of the semester (3 hours), followed by full-days Saturday and Sunday (6 ½ hours). There
will be a 30-minute break for lunch between units on Saturday and Sunday.

The training will be broken down into five 3-hour long sessions, as follows:
Friday - 12:30 pm – 3:30 pm - Unit 1
Saturday 9:00 am – 12:00 pm - Unit 2
Saturday 12:30 pm – 3:30 pm - Unit 3
Sunday 9:00 am – 12:00 pm - Unit 4
Sunday 12:30 pm – 3:30 pm - Unit 5

Prior to this three-day session sequence, peer mentors will be expected to skim through
the curriculum, focusing on the learning objectives of the lessons and units. During this three-day
initiation into the program, peer mentors will engage more with the curriculum and be taught by
disabilities services staff about the fundamentals, procedures, and goals of the program. Each
day, peer mentors should arrive prepared with a copy of the curriculum section(s) corresponding
to that day’s training and note-taking supplies.

Initial Training Sessions Schedule

Training Initiation Day 1 (12:30 pm – 3:30 pm):
How to Be a Peer Mentor - Review and Discussion of Curriculum

Friday – 12:30 pm – 3:30 pm
Unit 1: PEER MENTORING
• Introduction to Peer Mentoring
• Laws, Confidentiality, and Boundaries
• Paperwork and Tracking Progress
• Goals and Responsibilities of Peer Mentors / Mentees

Training Initiation Day 2 (9:00 am – 3:30 pm, with lunch break from 12:00-12:30 pm):
Understanding Differences Between Typical vs. Atypical Student Development

Saturday - 9:00 am – 12:00 pm
Unit 2: COUNSELING SKILLS
• Student Development Theory / Autism
• Self-Efficacy and Independence
• Self-Advocacy and Self-Awareness
• Communication / Social Pragmatics
• Communication in Various Circumstances
ASD PEER MENTOR CURRICULUM 74

• Managing Relationships
• Common Co-Occurring Issues
• Executive Functioning

General Overview and Discussion of Curriculum; Address Questions/Issues, Review and
Discussion of Application of Curriculum – School Skills

Saturday - 12:30pm - 3:30 pm
Unit 3: SCHOOL SKILLS
• Self-Regulation
• Goals / Motivation
• Time Management and Procrastination
• Reading, Note-Taking and Writing
• Test Strategies
• Accommodations / Apps / Working with Disability Services Office
• Defining Roles of Offices / Navigating Campus
• Campus Transportation

Training Initiation Day 3 (9:00 am – 3:30 pm, with lunch break from 12:00-12:30 pm):

Unit 4, Unit 5 (Brief read through and pre-learning - 2 hours per unit)
General Overview and Discussion of Curriculum; Address Questions/Issues, Review and
Discussion of Application of Curriculum – Life Skills

Sunday - 9:00 am – 12:00 pm
Unit 4: LIFE SKILLS
• Stress Management
• Healthy Lifestyle
• Financial Management
• Safety
• Positive Psychology
• Mindfulness and Balanced Living

General Overview and Discussion of Curriculum; Address Questions/Issues, Review and
Discussion of Application of Curriculum – Career Skills

Sunday - 12:30 pm - 3:30 pm
Unit 5: CAREER SKILLS
• Career Advancement
• Transition Planning
• Wrap-Up / Reflection / Metacognition

ASD PEER MENTOR CURRICULUM 75

______________________________________________________________________________

Initial Training Sessions Assessment

Below in this syllabus is the assessment form for the peer mentor program initial training
sessions. Peer mentors are expected to complete this form at the end of the final day of the initial
training and turn it into their instructor(s) prior to leaving. This assessment gauges peer mentor
understanding following the initial training sessions of the peer mentor program and their roles
and responsibilities within it.
______________________________________________________________________________
ASD PEER MENTOR CURRICULUM 76

ONGOING PEER MENTOR PROGRAM TRAINING SESSIONS

Monthly Continuation of Training Sessions Description

Ongoing through the first semester of school, the peer mentors will attend bi-weekly
meetings on the first and third Saturday of each month from 10:00 am – 12:00 pm to review the
content of each unit.

The schedule will be as follows:

September - Unit 2
October - Unit 3
November - Unit 4
December - Unit 5

In order to work closely with mentees, the peer mentors will be meeting with their
mentees once a week for two hours to address issues and also check in with their mentees once a
week via text or email. The entire peer mentorship program will least for the academic year from
August through May.
The four months of monthly continuation of training sessions will take place for two
hours on the first and third Saturday of every month. These sessions will delve more deeply into
Units 3-5 of the curriculum, allowing peer mentors to continue growing their understanding and
skillset. During the second semester, training sessions will take place only mid-month to check
in, address questions, and fill out evaluation forms.
Prior to each formal meeting, students will be required to read through the meeting’s
corresponding curriculum section and independently work through the curriculum readings,
videos, and activities. The expected time for pre-learning is 2-3 hours. It is recommended that the
peer mentors take notes on their thoughts of the curriculum activities and write up a brief
reflection so that they can more effectively engage in meeting discussions. During the meeting,
the peer mentors will arrive prepared to discuss their thoughts on the curriculum section, bring
up questions they have about it, and brainstorm ways in which the lessons from the curriculum
section can be incorporated into their interactions with the mentees.

Monthly Continuation of Training Sessions Schedule

First Semester - Months 1, 2, 3, and 4 (First and Third Saturday of the month -
10:00 am – 12:00 pm)

September Meeting #1: Content Review from First Half of Curriculum Unit 2
Unit 2: COUNSELING SKILLS
• Student Development Theory / Autism
• Self-Efficacy and Independence
• Self-Advocacy and Self-Awareness
• Communication / Social Pragmatics

ASD PEER MENTOR CURRICULUM 77

September Meeting #2: Content Review from Second Half of Curriculum Unit 2
Unit 2: COUNSELING SKILLS
• Communication in Various Circumstances
• Managing Relationships
• Common Co-Occurring Issues
• Executive Functioning

October Meeting #1: Content Review from First Half of Curriculum Unit 3
Unit 3: SCHOOL SKILLS
• Self-Regulation
• Goals / Motivation
• Time Management and Procrastination
• Reading, Note-Taking and Writing

October Meeting #2: Content Review from Second Half of Curriculum Unit 3
Unit 3: SCHOOL SKILLS
• Test Strategies
• Accommodations / Apps / Working with Disability Services Office
• Defining Roles of Offices / Navigating Campus
• Campus Transportation

November Meeting #1: Content Review from First Half of Curriculum Unit 4
Unit 4: LIFE SKILLS
• Stress Management
• Healthy Lifestyle
• Financial Management

November Meeting #2: Content Review from Second Half of Curriculum Unit 4
Unit 4: LIFE SKILLS
• Safety
• Positive Psychology
• Mindfulness and Balanced Living

December Meeting #1: Content Review from First Half of Curriculum Unit 5
Unit 5: CAREER SKILLS
• Career Advancement

December Meeting #2: Content Review from Second Half of Curriculum Unit 5
Unit 5: CAREER SKILLS
• Transition Planning
• Wrap-Up / Reflection / Metacognition

ASD PEER MENTOR CURRICULUM 78

______________________________________________________________________________

Monthly Continuation of Training Sessions Assessments and Assignments

Below in this syllabus is the assessment form for the peer mentor program. Peer mentors are
expected to complete this form after the initial training and then at the middle and end of each
semester. Peer mentors will be given the blank forms at the August training and then the
October, December, March, and May monthly meetings, and will be expected to turn them into
their instructor by October 15th and December 15th of the fall semester, as well as by March
15th and May 15th of the spring semester. This assessment gauges peer mentor understanding
and experiences within the peer mentor program as they progress through the training sessions,
meetings, and interactions with their mentee.
______________________________________________________________________________

ASD PEER MENTOR CURRICULUM 79

PEER MENTOR PROGRAM TRAINING SESSIONS EVALUATION FORM
Please respond to the following statements regarding the training program

PART I (General)
Strongly
Agree
Agree Disagree Strongly
Disagree
Comments:
The peer mentor program initial training
helped me understand my responsibilities as a
mentor

The mentor program initial training helped me
understand the needs of my student

The mentor program initial training helped me
understand how to find gaps and issues to be
addressed with my student mentee

The mentor program initial training gave me
strategies to help students fill in their gaps

I am aware of the resources available to help
students with learning, such as tutoring
programs, etc.

I am aware of the resources available to help
students with mental health, including coping
strategies and counseling support

Overall, this training gave me insights into the
activities and responsibilities I will be
partaking in as a peer mentor

The peer mentor initial training was enjoyable
The peer mentor initial training made me
excited to learn more about students with ASD
and help my mentee throughout the school
year

PART II (Areas of Support)
Additional comments/suggestions to improve the Peer Mentoring Program Initial Training
Sessions:

ASD PEER MENTOR CURRICULUM 80

Peer Mentor Program Evaluation Form
Please respond to the following statements concerning the peer mentoring program

PART I (General)
Strongly
Agree
Agree Disagree Strongly
Disagree
Comments:
The peer mentor program
helped me understand my
responsibilities as a mentor

The mentor program
helped me understand the
needs of my student

The mentor program
helped me understand how
to find gaps and issues to
be addressed with my
student mentee

The mentor program gave
me strategies to help
students fill in their gaps

The time planned for me to
understand the concepts of
the units and learning
objectives of the lessons
was adequate

The time of one afternoon
per month to review the
training program was
adequate

The time of two check-ins
during the week with my
mentee was adequate

The staff in disability
services provided adequate
support for me as a mentor

ASD PEER MENTOR CURRICULUM 81

The time of two hours per
weekend to assist my
student directly was
adequate

I am aware of the
resources available to help
students with learning,
such as tutoring programs,
etc.

I am aware of the
resources available to help
students with mental
health, including coping
strategies and counseling
support

There are some areas of
additional support that
would benefit me

There are some areas of
additional support that
would benefit my student
mentee

PART II (Areas of Support)
I feel I have both time and adequate support to help the student in the following areas:
Strongly
Agree
Agree Disagree Strongly
Disagree
Comments:
Managing paperwork for
peer mentoring programs

Understanding legal issues

Understanding the lessons
and helping apply them to
student needs

ASD PEER MENTOR CURRICULUM 82

Understand the concepts
of the lessons in the
training

Helping with teaching
strategies and learning
styles

Helping with
social/emotional support

Helping with managing
relationships

Helping with self-
advocacy skills
throughout college
settings

Managing life skills and
navigating campus

Setting goals and
priorities and strategies to
meet goals

Handling day-to-day
problems as they arise

Additional comments/suggestions to improve the Peer Mentoring Program:

What advice would you give to a future peer mentor as they enter the program?

ASD PEER MENTOR CURRICULUM 83

STUDENT RESPONSIBILITIES AND EXPECTATIONS

Overarching Rules and Guidelines
● Be an active listener and participant
● Complete required readings, videos, activities and assignments
● Be prepared to participate in class discussions and activities
● Cell phones should be silenced during training
● Be prompt and respectful as all training
● Electronics will be used to access materials needed for course content only
● Notify instructor/Mentee if you will be absent from training or an meetings

Grading Scale and Description
A grade of “Satisfactory” or “Excellent” is considered a passing score, which is required peer
mentors to continue working with their mentee students and continue getting paid. Peer mentors
have 10 days from the last day of each training session to submit work for a passing grade.
Failure to communicate with the instructor and submit all coursework within 10 days will result
in a “Needs Work” grade for the training. The peer mentor must then complete all work at a
satisfactory or better level to be able to continue in the program.

Grades Comments
Excellent
Satisfactory
Needs Work

Mission of the Peer Mentor Program
The peer mentor program’s mission is to facilitate growth in upper level student candidates to
develop the reflective, culturally sensitive, empathetic and academically proficient practices
necessary to promote high academic student achievement and an emotionally safe school
community.

Program Learning Outcomes
The peer mentor serves as a role model to the student population and exemplifies the notion of
learning opportunities that are rigorous, provide relevance, are relationship-driven and
incorporate reflection for personal and professional growth. Accommodations and modifications
to meet the needs of all students, particularly students with ASD and other disabilities will be
provided throughout the course.

Professional Conduct/ Online Etiquette
Peer mentors and faculty agree to treat one another with mutual trust and respect, promoting the
success of everyone involved and refraining from behavior that is offensive and disrespectful.
ASD PEER MENTOR CURRICULUM 84

All members of our learning community agree to maintain personal and academic integrity.
Remember to follow all copyright laws and cite others’ work.

Special Considerations:
Any peer mentor in this course who has support needs that prevents the fullest expression of their
abilities should contact me as soon as possible. Accommodations and modifications to meet the
needs of all peer mentors will be provided throughout the course and is extremely important to
me.

Attendance and Tardy Policy:
On-time attendance at all training sessions is mandatory. If an emergency arises, peer mentors
must notify staff and make up any missed work. Failure to meet the attendance policy will have
an impact on the final grade and/or successful completion of the peer mentor program, including
not being able to continue working with mentee students as a peer mentor.

Abstract (if available)

Abstract This research and curriculum provide a comprehensive guidebook for postsecondary education programs that help students with Autism Spectrum Disorder and related disabilities persist and remain in college and beyond. Peer Mentoring is established as a means to support students in college, after the K-12 legally required Individual Education Plan (IEP) ends, by enhancing practical applications of academic skills learned in K-12, as well as life skills, social skills, and emotional skills. The comprehensive curriculum offers a holistic approach to closing gaps by diminishing deficits in growth and learning that typical developing students may easily have acquired but are lacking for students with Autism. Student support factors include services that develop stronger self-determination skills, self-management skills, self-advocacy concepts, problem-solving abilities, and promote career development by providing interest and skill driven focus. In conjunction with student disability services of campuses, Peer Mentors are formally trained to contribute to the institutional support needed by college students with disabilities. Students benefit when faculty have an increased awareness and knowledge of the characteristics and needs of students with ASD and related disabilities. Educators can then incorporate concepts of universal design into their instruction. The vision is to create and maintain deeply connected educational communities seamlessly networked with a priority of inclusion, innovation, and striving for potential elevation of everyone involved. Peer Mentors will be trained to lead by example so that all students can prosper to attain their academic, relationship, and career dreams. Each Peer Mentor will be certified through the training program to guide students transitioning onto their college campuses. They will support them with college, life, social, emotional, and independent living skills. This program is intended to be mutually beneficial. Peer Mentors learn about neurodiversity and learning differences as well as what typical gaps in learning may exist. Additionally, through helping their peer mentee, they will build confidence as an employed student and feel the pride and gratification of contributing to another person’s success. Simultaneously, the mentees learn crucial skills and have a significantly improved chance for intrinsic motivation to reach their personal goals with a growth mindset and a positive psychology toolkit.

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Asset Metadata

Creator Clarke, Brenda Anne (author)

Core Title Peer mentor curriculum: post-secondary students with autism: success in self-regulation and thriving

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/14/2020

Defense Date 03/12/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag ASD,autism,college,curriculum,OAI-PMH Harvest,peer mentor,post-secondary,transition

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tobey, Patricia (committee chair), Calhoun, Juliana (committee member), Maddox, Anthony (committee member)

Creator Email brendacl@usc.edu,brendaclarke34@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-306960

Unique identifier UC11665267

Identifier etd-ClarkeBren-8515.pdf (filename),usctheses-c89-306960 (legacy record id)

Legacy Identifier etd-ClarkeBren-8515.pdf

Dmrecord 306960

Document Type Dissertation

Rights Clarke, Brenda Anne

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA