Self-Monitoring to Support the Goals of Students With Autism on College Campuses

2021 ◽  
pp. 004005992110525
Author(s):  
Emma K. Watson ◽  
Leslie Ann Bross ◽  
Jonathan M. Huffman
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Service Providers ◽  
Autism Spectrum ◽  
College Instructors ◽  
Transition Age Youth ◽  
Self Monitoring ◽  
Tangible Object ◽  
Students With Autism ◽  
Pencil And Paper

The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile applications) in non-obtrusive and socially valid ways. College instructors, inclusive postsecondary education (IPSE) program staff, disability office support staff, and other service providers may use this article to guide in the design and implementation of a self-monitoring intervention for college students with ASD. As increasing numbers of transition-age youth with ASD are pursuing higher education, it is important to identify and disseminate a variety of interventions to enhance their college experiences, and self-monitoring is a viable intervention to consider.

Accommodations and support services preferred by college students with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (3) ◽  
pp. 574-583 ◽  
Author(s):  
Amy L Accardo ◽  
S Jay Kuder ◽  
John Woodruff
Keyword(s):  
College Students ◽  
Autism Spectrum Disorder ◽  
Support Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Counseling Services ◽  
Faculty Mentor ◽  
Sequential Mixed Methods ◽  
Academic Supports ◽  
Students With Autism

This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder.

Culturally Focused Classroom Staff Training to Increase Praise for Students With Autism Spectrum Disorder in Ghana

2020 ◽  
pp. 109830072092935
Author(s):  
Ashley Elizabeth Knochel ◽  
Kwang-Sun Cho Blair ◽  
Rachel Sofarelli
Keyword(s):  
Autism Spectrum Disorder ◽  
Performance Feedback ◽  
Staff Training ◽  
Autism Spectrum ◽  
Self Monitoring ◽  
Task Behavior ◽  
Culturally Adapted ◽  
Students With Autism ◽  
On Task Behavior ◽  
And Performance

This study examined the impact of culturally focused classroom staff training on delivery of praise and its collateral effects on student on-task behavior. Training involved self-monitoring and performance feedback to promote staff delivery of culturally adapted praise to students. Four classroom staff and four students with autism spectrum disorder (ASD) in Ghana participated in the study. The outcomes of the study were evaluated using a concurrent multiple baseline across participants (dyads) design with an ABC sequence. Results indicated that staff training using self-monitoring and performance feedback procedures successfully increased staff delivery of behavior-specific praise, but the procedures did not produce desired student outcomes. Culturally relevant adaptations to the topography of praise and implementation support were necessary to improve on-task behavior. This experiment provides an impetus for further examination of how common behavior-analytic training procedures can be culturally adapted for children with ASD in non-Western contexts.

Accessibility and Students With Autism Spectrum Disorder

2017 ◽  
pp. 316-338
Author(s):  
Kirsten Brown
Keyword(s):  
Autism Spectrum Disorder ◽  
Academic Success ◽  
Postsecondary Education ◽  
Functional Limitations ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Federal Law ◽  
Major Life ◽  
Reasonable Accommodations ◽  
Students With Autism

This chapter contributes to important conversations about accessibility in higher education by examining legal issues that shape experiences of students with autism spectrum disorder (ASD). The chapter begins by outlining the relationship between reasonable accommodations and academic success. Then, it provides an overview of ASD in relation to postsecondary education. A substantive portion of the chapter delineates current legal topics, including federal law, case law, and Office of Civil Rights (OCR) letters. Functional limitations associated with ASD are social or sensory in nature. However, legal precedent in the United States defines the major life activity of learning in a manner that does not usually include these components, thereby limiting access to sensory and social accommodations. The chapter concludes by discussing Title IX and students with ASD that experience sexual assault, the value of neurodiversity, and future implications for accessibility as the number of students with ASD in postsecondary education increases.

Parents’ future visions for their autistic transition-age youth: Hopes and expectations

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1363-1372 ◽  
Author(s):  
Jennifer Chen ◽  
Ellen S Cohn ◽  
Gael I Orsmond
Keyword(s):  
Independent Living ◽  
Transition Planning ◽  
Service Providers ◽  
Critical Role ◽  
Autism Spectrum ◽  
Contributing Factors ◽  
Adults With Autism ◽  
Transition Age Youth ◽  
Transition Age ◽  
Future Visions

Researchers have documented that young adults with autism spectrum disorder have poor outcomes in employment, post-secondary education, social participation, independent living, and community participation. There is a need to further explore contributing factors to such outcomes to better support successful transitions to adulthood. Parents play a critical role in transition planning, and parental expectations appear to impact young adult outcomes for autistic individuals. The aim of this study was to explore how parents express their future visions (i.e. hopes and expectations) for their autistic transition-age youth. Data were collected through focus groups and individual interviews with 18 parents. Parents’ hopes and expectations focused on eight primary domains. In addition, parents often qualified or tempered their stated hope with expressions of fears, uncertainty, realistic expectations, and the perceived lack of guidance. We discuss our conceptualization of the relations among these themes and implications for service providers and research.

College students with autism spectrum disorders: A growing role for adult psychiatrists

2016 ◽  
Vol 64 (7) ◽  
pp. 575-579 ◽  
Author(s):  
Gerrit I. van Schalkwyk ◽  
Chad Beyer ◽  
Andrés Martin ◽  
Fred R. Volkmar
Keyword(s):  
College Students ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Students With Autism ◽  
Spectrum Disorders
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