scholarly journals Functionality, Impact, and Satisfaction of a Web-Based and Mobile Application Support Program for Students with Autism Spectrum Disorder

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Monica Bellon-Harn ◽  
Vinaya Manachaiah
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Mobile Application ◽  
College Graduates ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Support Program ◽  
Web Based ◽  
Students With Autism

This paper presents the functionality, impact and satisfaction of a self-management web-based or mobile application student support program (i.e., College Connect) for post-secondary students with Autism Spectrum Disorder (PSS-ASD) in the United States. Five professionals and four successful college graduates with ASD evaluated College Connectand completed an intervention satisfaction rating and an ePlatform performance questionnaire. College Connect and ePlatform function was modified based on reviewers’ feedback. Following modification, the program was piloted with three high school seniors and one freshman at a two-year college with ASD. Results pointed toward strengths and limitations of the program protocol and future directions.

Customer Service Skill Development for Students With Autism Spectrum Disorder Using Video Modeling

2018 ◽  
Vol 42 (4) ◽  
pp. 246-252 ◽  
Author(s):  
Leslie Ann Bross ◽  
Thomas L. Zane ◽  
Ryan O. Kellems
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Customer Service ◽  
Video Modeling ◽  
Skill Development ◽  
Employment Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism

Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners with ASD that can be used as a viable workplace support.

Technology use as a support tool by secondary students with autism

Autism ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Susan H Hedges ◽  
Samuel L Odom ◽  
Kara Hume ◽  
Ann Sam
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Technology Use ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Report ◽  
Survey Study ◽  
Future Research ◽  
Support Tool ◽  
Students With Autism

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

scholarly journals Quality of high school programs for students with autism spectrum disorder

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 707-717 ◽  
Author(s):  
Bonnie R Kraemer ◽  
Samuel L Odom ◽  
Brianne Tomaszewski ◽  
Laura J Hall ◽  
Leann Dawalt ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Quality Ratings ◽  
School Programs ◽  
High School Programs ◽  
Students With Autism

The purpose of the study was to examine the quality of high school programs for students with autism spectrum disorder in the United States. The Autism Program Environment Rating Scale–Middle/High School was used to rate the quality of programs for students with autism spectrum disorder in 60 high schools located in three geographic locations in the United States (CA, NC, and WI). Findings indicated that the total quality rating across schools was slightly above the adequate criterion. Higher quality ratings occurred for program environment, learning climate, family participation, and teaming domains. However, quality ratings for intervention domains related to the characteristics of autism spectrum disorder (e.g. communication, social, independence, functional behavior, and transition) were below the adequate quality rating level. Also, quality ratings for transition were significantly higher for modified (primarily self-contained) programs than standard diploma (primarily served in general education) programs. School urbanicity was a significant predictor of program quality, with suburban schools having higher quality ratings than urban or rural schools, controlling for race, school enrollment size, and Title 1 eligibility status. Implications for working with teachers and school teams that support high school students with autism spectrum disorder should include a targeted focus on transition programming that includes a breadth of work-based learning experiences and activities that support social-communication domains.

Building bridges: librarians and autism spectrum disorder

2018 ◽  
Vol 46 (3) ◽  
pp. 325-339 ◽  
Author(s):  
James Cho
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Support Program ◽  
Content Type ◽  
Academic Librarian ◽  
Students With Autism ◽  
Teaching Faculty ◽  
Evaluation Of Data ◽  
Practical Implications

Purpose This paper aims to convey the experiences of an academic librarian in providing services to students with autism spectrum disorder (ASD) so that it may aide other librarians who also work with these students. Design/methodology/approach This paper does this by detailing a support program, the Bridges to Adelphi Program, for students on the spectrum and illustrates the nature of the disorder, strategies that have been used in working with these students and reflections on and implications of these strategies. Finding This paper provides information on practical strategies used and in detail descriptions of this work and conveys findings on which strategies are used and why and which strategies succeeded and which did not. Research limitations/implications One limitation of this paper is that other universities may not have a well-organized and well-developed support program such as the Bridges to Adelphi Program. However, it does provide advice on working with students on the spectrum even in the absence of such a program. Future avenues for research include the collection and evaluation of data on learning outcomes that these techniques have on students with ASD. Practical implications The specific librarian interventions detailed in this paper will provide advice and models that other librarians can use. Originality/value This paper is distinguished from other scholarship in that it is addressed to the librarian and not teaching faculty, and in the small amount of literature that is addressed to the librarian, this paper differs in that it does not solely offer suggestions but provides a real-world accounting of strategies and interventions used.

scholarly journals Development of a College Transition and Support Program for Students with Autism Spectrum Disorder

2017 ◽  
Vol 47 (10) ◽  
pp. 3072-3078 ◽  
Author(s):  
Susan W. White ◽  
Rebecca Elias ◽  
Nicole N. Capriola-Hall ◽  
Isaac C. Smith ◽  
Caitlin M. Conner ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
College Transition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Support Program ◽  
Students With Autism
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