College-Based Support Programs for Students With Autism

2020 ◽  
Vol 35 (4) ◽  
pp. 234-245 ◽  
Author(s):  
Kathleen D. Viezel ◽  
Elizabeth Williams ◽  
Wesley H. Dotson
Keyword(s):  
Administrative Support ◽  
College Success ◽  
Autism Spectrum ◽  
Support Programs ◽  
Standards Of Care ◽  
Current State ◽  
The Social ◽  
Admission Requirements ◽  
Students With Autism ◽  
Postsecondary Planning

There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports.

Autism Spectrum Disorders: A Research Review for School Counselors

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

School Counselors’ Roles in Creating and Implementing Social Stories to Serve Students with Autism Spectrum Disorder

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Emily Goodman-Scott ◽  
Robert Carlisle
Keyword(s):  
Autism Spectrum Disorder ◽  
School Counselors ◽  
School Counselor ◽  
Social Stories ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioral Challenges ◽  
The Social ◽  
Students With Autism

The percentage of students educationally identified with autism spectrum disorder (ASD) is on the rise and school counselors are called to serve this population. Social stories are recommended in the educational literature to address the social and behavioral challenges of students with ASD, but a need exists to examine social stories within the context of school counseling. In this article, the authors provide a case study of a school counselor-facilitated social story using an action research framework in order to illustrate the creation, implementation, and impact of social stories.

Supporting College Students with Autism Spectrum Disorder

2017 ◽  
pp. 275-288
Keyword(s):  
College Students ◽  
Autism Spectrum Disorder ◽  
Academic Success ◽  
Sampling Bias ◽  
Autism Spectrum ◽  
Social Aspects ◽  
The Social ◽  
Students With Autism ◽  
Supportive Learning Environment ◽  
Adults With Asd

College represents an opportunity to move toward independence while also participating in a supportive learning environment. Young adults with ASD are attending college in increasing numbers, but the research concerning their experiences is mixed. Most individuals report academic success, which may be reflective of a sampling bias. However, many of these individuals still report difficulties with the social aspects of academics (i.e. group work). They also report difficulties following lectures, managing their time, and participating in the social aspects of college. Choosing a college is particularly important for this group, as colleges vary in the types of support offered to students with ASD.

Effects of Peer Networks on the Social Interactions of High School Students With Autism Spectrum Disorders

2014 ◽  
Vol 39 (2) ◽  
pp. 100-118 ◽  
Author(s):  
Karen F. Gardner ◽  
Erik W. Carter ◽  
Jenny R. Gustafson ◽  
Julia M. Hochman ◽  
Michelle N. Harvey ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorders ◽  
High School Students ◽  
Social Interactions ◽  
Autism Spectrum ◽  
Peer Networks ◽  
School Students ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

Video Prompting to Teach Robotics and Coding to Middle School Students With Autism Spectrum Disorder

2019 ◽  
pp. 016264341989024
Author(s):  
John C. Wright ◽  
Victoria F. Knight ◽  
Erin E. Barton ◽  
Meghan Edwards-Bowyer
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Special Education ◽  
Public School ◽  
Single Case ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
The Social ◽  
Students With Autism

Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, researchers used a single-case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, researchers used a multiple probe across skills single-case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. A functional relation between the use of systematic video prompting and mastery of robotics coding skills was demonstrated. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention.

scholarly journals A review of the effects of using social stories to promote behavior, communication, and social skills for students with autism spectrum disorders (ASD)

2021 ◽  
Vol 2 (1) ◽  
pp. 35-52
Author(s):  
Aiman Alkldi
Keyword(s):  
Autism Spectrum Disorders ◽  
High School Students ◽  
Social Stories ◽  
Autism Spectrum ◽  
School Students ◽  
The Social ◽  
Severity Scores ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
The Impact

The purpose of this paper was to provide a review of the literature on the effect of Social Stories intervention on improving behavior, and communication skills for students with autism spectrum disorders (ASD). Nine scholarly articles focused on the impact of using social stories strategy were reviewed. Five articles addressed the use of Social Stories exclusively. However, four studies were focusing on the effects of using technology to present Social Stories strategy. All the studies presented in this paper pointed to the effectiveness of the social story strategy in improving the targeted behaviors and some specific skills school students with ASD. Despite the findings of those studies, further research might be needed to determine the effects of using Social Stories. For example, improving skills for high school students who have ASD or implementation more Videos that present Social Stories for Children who have autism with high severity scores. In addition, capability to generalize the acquired skills by the impact of Social Stories strategy may need further examinations.

Preservice Teachers’ Learning Among Students With Autism Spectrum Disorder

2014 ◽  
Vol 38 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Anne Power ◽  
Debra Costley
Keyword(s):  
Autism Spectrum Disorder ◽  
Preservice Teachers ◽  
Social Power ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Club ◽  
The Social ◽  
Students With Autism ◽  
Survey Responses ◽  
The University

This article reports on a collaborative venture between Autism Spectrum Australia and the University of Western Sydney, New South Wales, Australia. The Social Club network was formed for children and adolescents to provide structured opportunities for positive peer interactions in safe, stimulating and nonjudgmental environments. The Social Clubs were run by expert facilitators with additional workers drawn from preservice teachers undertaking a service-learning unit of study within the Master of Teaching Secondary course at the University of Western Sydney. The research design included surveys and reflections. Data were drawn from 4 sources: 58 parent survey responses, 51 Social Club member survey responses, 9 facilitator survey responses and 9 preservice teachers’ reflections. Data analysis was framed by Bourdieu's work, which refers to the allocation of social power. After the experience, surveyed parents confirmed that their children were relaxed when changing topics in a conversation and working in groups. Members demonstrated that they engaged with other members and with preservice teachers. Club facilitators felt that the preservice teachers developed an understanding that students with autism spectrum disorder thrive in structured environments and that they would set up their own classrooms accordingly. For the future teachers, it was authentic learning that enriched their preparation for the classroom, however multilayered its student population might be.

Autism Spectrum Disorders: A Research Review for School Counselors

2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

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