Department

Counseling and Human Services

Degree Name

Doctor of Philosophy (PhD)

Date of Award

Fall 2024

Format

pdf

Degree Level

Ph.D.

LCSH subject

Students with disabilites -- Study and teaching, Student affairs services -- Attitudes, Student counselors -- Education (Higher)

Medium

manuscript

Identifier

1333307 (Proquest)

Size or duration

143 pages

Document Type

Dissertation

First Advisor

Reyna-Vasquez, Priscilla

Second Advisor

Harper, Melanie

Third Advisor

Murphree, Marisol

Abstract

University counselors and student affairs personnel often find themselves unprepared to address the needs of undergraduate students with autism spectrum disorder. Many of these professionals are not receiving the proper training or education to prepare for the unique social, emotional, and academic needs of these neurodiverse students. Due to this trend, many university counselors and student affairs personnel may lack the necessary knowledge and confidence in serving this neurodiverse population. In this first-of-its-kind study, university counselors and student affairs personnel’s knowledge and confidence in working with undergraduate students with autism spectrum was analyzed. A nonrandom sample of university counselors and student affairs personnel completed a survey online in this quantitative study. A demographic questionnaire along with two instruments were utilized to measure the knowledge (ASK-Q) and confidence (TCS-ASD) of university counselors and student affairs personnel. The results of a Pearson r Correlation Coefficient indicated a nonsignificant relationship between the knowledge (ASK-Q) and confidence (TCS-ASD) of university counselors and student affairs personnel when working with students with autism spectrum. The multiple regression revealed that university counselors and student affairs personnel’s confidence was not predicted by knowledge subtypes (etiology, diagnosis, treatment, and stigma) of ASD. The results of a MANOVA indicated no difference in the knowledge and confidence levels of university counselors and student affairs personnel who work with students with ASD at two-year, four-year, public, and nonprofit private post-secondary institutions. Three research questions resulted in statistically nonsignificant levels regarding: Relationships between ASD knowledge and confidence, knowledge of university counselors and student affairs personnel’s confidence levels, differences in the knowledge and confidence levels in postsecondary settings (2-year, 4-year, public, or nonprofit private postsecondary institutions).

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