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.

Practical Solutions for Executive Function Challenges Created by the Unique Learning Styles of Students with Autism Spectrum Disorder (ASD)

2014 ◽  
Vol 15 (4) ◽  
pp. 141-150 ◽  
Author(s):  
Catherine Zenko
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Learning Styles ◽  
Cognitive Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Tech ◽  
School Based ◽  
Academic Supports ◽  
Students With Autism

Effective executive functioning skills are essential for students to thrive in an academic setting. Students with autism spectrum disorder (ASD) have documented weaknesses in executive function, making school a challenge. Armed with the knowledge of what ASD is, how it affects learning, and what social and cognitive skills are required in a classroom setting, school-based SLPs play a key role in creating academic supports for students on the spectrum to be successful. Incorporating both low- and high-tech accommodations and supports that focus on the executive function deficits can help students with ASD reach their academic potential.

Effects of Telecoaching on Conversation Skills for High School and College Students With Autism Spectrum Disorder

2021 ◽  
pp. 016264342110021
Author(s):  
Emily Gregori ◽  
Rose Mason ◽  
Danni Wang ◽  
Zoe Griffin ◽  
Aida Iriarte
Keyword(s):  
College Students ◽  
High School ◽  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intervention Package ◽  
Conversation Skills ◽  
The Social ◽  
Students With Autism ◽  
Critical Components

Individuals with autism spectrum disorder (ASD) often have difficulty engaging in conversations with same-age peers. Deficits in conversation skills can hinder one’s ability to sustain friendships and may lead to social isolation. Research has shown that technology-based interventions can improve conversation skills and reduce the social stigmatization of individualized interventions. The purpose of this study was to evaluate the effects of telecoaching and online instructional modules on conversation skills for four high school and college students with ASD. A component analysis was conducted to determine the critical components of the intervention package. Results showed that telecoaching was associated with the most significant improvements in conversation behavior for all participants. Future directions and recommendations for clinicians are discussed.

scholarly journals Impairments in cognitive empathy and alexithymia occur independently of executive functioning in college students with autism

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1519-1530 ◽  
Author(s):  
Tim Ziermans ◽  
Ymke de Bruijn ◽  
Renee Dijkhuis ◽  
Wouter Staal ◽  
Hanna Swaab
Keyword(s):  
College Students ◽  
Autism Spectrum Disorder ◽  
Executive Functioning ◽  
Cognitive Processing ◽  
Cognitive Empathy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Adults With Autism ◽  
Students With Autism ◽  
The Difference

Reduced empathy and alexithymic traits are common across the autism spectrum, but it is unknown whether this is also true for intellectually advanced adults with autism spectrum disorder. The aim of this study was to examine whether college students with autism spectrum disorder experience difficulties with empathy and alexithymia, and whether this is associated with their cognitive levels of executive functioning. In total, 53 college students with autism spectrum disorder were compared to a gender-matched group of 29 neurotypical students on cognitive and affective dimensions of empathy and alexithymia. In addition, cognitive performance on executive functioning was measured with computerized and paper-and-pencil tasks. The autism spectrum disorder group scored significantly lower on cognitive empathy and higher on cognitive alexithymia (both d = 0.65). The difference on cognitive empathy also remained significant after controlling for levels of cognitive alexithymia. There were no group differences on affective empathy and alexithymia. No significant relations between executive functioning and cognitive alexithymia or cognitive empathy were detected. Together, these findings suggest that intellectually advanced individuals with autism spectrum disorder experience serious impairments in the cognitive processing of social–emotional information. However, these impairments cannot be attributed to individual levels of cognitive executive functioning.

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