Introduction/ Rationale: Enrollment of students with Autism Spectrum Disorder (ASD) in higher education has increased significantly. These students face challenges, such as communication difficulties and academic organization, requiring structured support. Occupational therapy (OT), via Cognitive Orientation to daily Occupational Performance (CO-OP) and Occupational Performance Coaching (OPC), can identify and implement strategies to enhance participation, autonomy, and academic success.
Objectives: To explore the use of CO-OP and OPC with university students with ASD as a strategy to promote inclusion and academic success.
Methods/ Approach: In this pilot study, students with ASD were divided into four groups based on availability. Participants were recruited via phone and assessed pre- and post-intervention using Canadian Occupational Performance Measure (COPM), and Impact on Participation and Autonomy Questionnaire (IPA). Eight sessions on academic planning and social interaction were conducted by one OT and two OT students. Each session involved group analysis of goals and strategy planning using the CO-OP “goal, plan, do, check” method, with records maintained of achieved goals and defined strategies. Descriptive analysis of outcomes was performed.
Results/ Practice Implications: The sample comprised 10 students with ASD. Initial assessments revealed difficulties in academic organization, communication, and adaptation. Post-intervention, COPM mean performance improved from 3.07 to 6.31 and mean satisfaction from 2.83 to 6.73. Participants reported greater confidence in applying strategies for academic organization and some improvement in social interaction, though generalization challenges remained, likely due to the limited number of sessions.
Conclusion/ Contribution to the occupational therapy profession: These findings reinforce OT’s role in higher education and highlight the potential of CO-OP and OPC to foster academic inclusion and success for students with ASD.