After one year in university; a robust decrease in autistic traits reporting among autistic students

Background Previous research on autistic students enrolled in university support programs has reported moderate improvement anxiety/depression or adaptive behavior. However, alterations traits have not been examined. Methods This longitudinal study evaluated changes students’ trait and state/trait anxiety levels. Participants were 24 neurotypically developed (ND) with high levels of social symptoms (High SA), 30 ND low SA (Low 41 (the primary focus this study) residing an peer student mentor as part participating the university’s integration program. Autism spectrum quotient [AQ State Trait Anxiety Inventory STAI] data collected during first semester two consecutive academic years (T1, T2), well baseline (T1) anxiety, depression, obsessive–compulsive symptoms. Results Significant interaction between group time was observed, denoting a sharp decrease (2.9 SD) from T1 to T2 overall level among (AQ “attention switching” subscale demonstrating most robust decrease), (0.5 group. Only for more compulsive at associated lesser AQ scores (T1-T2), which turn negatively correlated their year-end grade point average. Conclusion The findings suggest that attending post-secondary education (while partaking support/transition program) is followed by profound change individual’s subjective experience autism, characterized decline traits, particularly attention switching. independent well-being indices, such are known characterize university.