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Emerging Practices for Supporting Students on the Autism Spectrum in Higher Education:

A Guide for Higher Education

Professionals

LeadInstitution

RochesterInstituteofTechnology

CollaboratingInstitutions

EasternUniversity

MercyhurstUniversity

RutgersUniversity--NewBrunswick

TheUniversityofTennesseeatChattanooga

UniversityofWestFlorida

WesternKentuckyUniversity

Consultant

CollegeAutismSpectrum

GuideContributors

LaurieAckles,Director,SpectrumSupportProgram,RochesterInstituteofTechnology

MartyBoman,Director,KellyAutismProgram,WesternKentuckyUniversity

JaneThierfeldBrown,Co-founder,CollegeAutismSpectrum

DouglasCornman,Coordinator,CollegeSuccessProgram,EasternUniversity

PamelaLubbers,ProgramCoordinator,CollegeSupportProgram,RutgersUniversity–NewBrunswick

BradMcGarry,Director,AspergerInitiativeatMercyhurst,MercyhurstUniversity

MichelleRigler,Director,TheMosaicProgram,TheUniversityofTennesseeatChattanooga

OtherContributors

NicoleBoulais,RochesterInstituteofTechnology

JoshuaBauroth,RochesterInstituteofTechnology

LornaBusch,RochesterInstituteofTechnology

VanneeCao-Nguyen,Director,StudentDisabilityResourceCenter,UniversityofWestFlorida

Disclaimer;Theviewsandideasexpressedhereinarethoseofthecontributorsanddonot

necessarilyreflectthoseofAutismSpeaksoranyotherinstitution.

FundingforthispublicationprovidedbytheAutismSpeaksFamilyServicesCommunityGrant.

EmergingPracticesforSupportingStudentsontheAutismSpectruminHigherEducation:AGuideforHigherEducationProfessionals

TableofContents

WhatIsAutismSpectrumDisorder?............................................................................2

UniqueStrengthsandChallengesofCollegeStudentswithASD.................................3

ExecutiveFunctioning AcademicSkills Self-Care SocialCompetence Self-Advocacy CareerPreparation

UniqueOpportunitiesandChallengesintheCollegeEnvironment.............................5

RightsandResponsibilities IndependentFunctioning

TakingAction:MitigatingStudentandEnvironmentalChallenges................................7

IndirectSupport:CreatingaWelcomingandSupportiveCampusClimate RaisingAwarenessandAcceptance TrainingtheCampusCommunity DevelopingCampusExpertise EnhancingExistingProgramsandServices DirectSupport:DevelopingTargetedServicesforStudentswithASD CoachingandMentoring TargetedInstruction TransitionProgramming SupportedLiving SocialProgramming StudentEmpowerment

Identifying a Campus Response to Support Students with ASD..................................12

GettingStarted:AssemblingaTaskForce IssuesofDisclosure ProfessionalDisclosure StudentDisclosure ConsiderationsfortheDevelopmentofaComprehensiveProgramModel EstablishingProgramAdmissionCriteriaandIntakeProcess ProgramStaffing ProgramFunding EvaluatingProgramSuccess

SupportModelPlanningWorksheet...........................................................................18

References.................................................................................................................23

ExistingComprehensiveProgramModels...................................................................24

Currently,onlyalimitednumberofcollegesacrossthenationofferspecializedsupportsthataddresstheneedsoftheincreasingnumberofcollegestudentsontheautismspectrumpursuingpostsec-ondarydegrees.However,the1in125childrendiagnosedwithanautismspectrumdisorder(ASD)in1996arestartingtoarriveatcollegecampuses,andmorerecentnumbersindicatethediagnosisratehasrisento1in68,overhalfofwhomwillhaveaverageoraboveaverageintellectualabilityandbecollege-bound(CDC,2014).Thesedramaticallyincreasingnumberswithinhighereducationwillchangethena-tureofhowwesupportstudents,yetthereisalackofinformationavailableconcerningeffectivesupportmodels.Toaddressthescarcityofinformation,thisguideincorporatestheideasandsuccessfulpracticesofhighereducationprofessionalsatpostsecondaryinstitutionswhohaveworkedwiththeiruniversitiestoestablisheffectivesupportsforstudentswithASD.ItisthegoalofthiscollaborativeefforttofacilitatethedevelopmentofpostsecondaryinitiativestoensurethatstudentswithASDwillfindsupportincampuscommunitiesnationwide.ThisguidewillprovidehighereducationprofessionalswithasystematicandpracticalresourcetoguidetheminthedevelopmentofauniversityspecificsupportmodelforstudentswithASD.What is Autism Spectrum Disorder? Thetwomaindistinguishingfeaturesofautismspectrumdisorder(ASD)aredifficultywithsocialcommunication,andrestricted,repetitivebehaviorsorinterests(DiagnosticandStatisticalManualofMentalDisorders;DSM-V,2013).Characteristicscommoninautismspectrumdisordersincludeareli-anceonrigidroutines,heightenedsensitivitytosensorystimuli,anddifficultyregulatingandexpressingemotions.Thesetraits,whichareunderstoodtohaveaneurodevelopmentaletiology,varygreatlyinpre-sentationandintensity,makingthisahighlyheterogeneouspopulation.Thisheterogeneityisalsoreflect-edintermsandlabelsusedovertime.Forexample,thetermsAsperger’sSyndrome(AS)andhighfunc-tioningautism(HFA)havehistoricallybeenusedtoreferencethoseonthespectrumwithmildautistictraits.ASDwasofficiallyrecognizedasadiagnosisinthe1990s,afterwhichtheincidencehascontinuedtorisedramatically.Therecentsurgeindiagnoses(to1in68)maybeduetoarisingawarenessofASD,broaderdiagnosticcriteria,or,assomehavespeculated,possibleexposuretobiologicalandenviron-mentaletiologicalfactors(Boyd&Shaw,2010).Whatevertherootcause,thegrowingprevalenceofASDcoupledwithincreasesinK-12supportsforthispopulationhasresultedinrapidlyincreasingnumbersofstudentswithASDenteringpostsecondaryinstitutions.Whilethesestudentsareoftenintellectuallycapableofmasteringcollegelevelcoursematerial,thechallengeswhichstemfromthecommoncharac-teristicsofASDcanposesignificanthurdlestothesuccessfulcompletionofapostsecondarydegree.Inaddition,itisimportanttonotethatmanystudentswithASDenteringcollegealsofallinthetraditional18-25yearoldcollegecohortandbringwiththemthesamedevelopmentalchallengesfacedbytheirpeerswithoutASD(typicallydevelopingpeers).Theseincludeidentity,cognitiveandmoraldevelopmentchallenges.Therefore,itisessentialtokeepinmindthecommondevelopmentalneedsofthisagegroupwhileunderstandingthedistinctneedsofthispopulationinordertohelpthemsucceedinpostsecondaryeducation,pursuetheircareergoals,andcontributetothediverseandskilledworkforceofthefuture.

What Is Autism Spectrum Disorder?

It is the goal to ensure that students with ASD find support in campus

communities nationwide.

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Unique Strengths and Challenges of College Students with ASD IndividualswithASDpossessuniquestrengthsthatcanhelpthemexcelinacademicsaswellasotherliferealms.Thesecharacteristicsoftenincludeahighmotivationtolearnwithinfocusedareasofinterest,apropensityforvisuallearning,skilledrotememory,andsuperiormathskills.Inaddition,theybringadiverseperspectivetoproblem-solving,canbemeticulousaboutperfectingtheirwork,haveaneyefordetail,andoftenhaveauniquelylogicalwayofthinkingthataffordsthemtheabilitytoarriveatpracti-calsolutions.WhilestudentswithASDarriveatcollegewithmanyfavorablequalities,certainskillsetsaretypicallyunderdevelopedandthereforenegativelyimpactthetransitionintoandpersistencethoughcol-legeaswellastheirpost-collegeplacementintheworkforce.TheseskillsetshavebeencategorizedandgroupedintosixdomainsinordertohelpthereaderbetterunderstandtheprominentareasofchallengeandultimatelytoassisthighereducationpersonnelinchoosingpracticesthatmightmosteffectivelyhelpstudentswithASDreachtheirpotential.Thesixdomains,whichhavebeenidentifiedbyreviewingexistingliteratureandbyconsultingwithexpertsinthefield,include:ExecutiveFunctioning,AcademicSkills,Self-Care,SocialCompetence,Self-Advocacy,andCareerPreparation.

Executive Functioning Executivefunctioningreferstothecognitiveprocessesthatallowforgoal-directedactivity.Theseprefrontalcortexcapacitiesincludeorganization,workingmemory,complexproblemsolving,sustainedattention,andself-regulation(Parker,D.R.&Boutelle,K.,2009).Deficitsinexecutivefunction-ingcanmakedailytasks,suchasorganizingacademicwork,challengingandcanalsomakeitdifficulttocontrolemotionalandbehavioralimpulses. IndividualswithASDpossessvaryingdegreesofexecutivefunctioningdeficit,whichcanmakeitdifficulttoadapttotheorganizationalaspectsofindependentlivingandself-directedlearningrequiredforcollegesuccess.Whileoftenfullycapableofmasteringcoursecontent,thesestudentssometimesstruggletocarryouttheactions(e.g.,planning,prioritizing)necessarytoinitiateandcompleteacademicwork.Duringhighschool,consistentsupport,oversightandguidancefromfamilyand/orschoolpersonnelmayhavefacilitatedsuccess;however,inthepostsecondaryworld,theseexternalsupportsareoftenlimitedornolongerreadilyavailable.

Academic Skills Academicskillsrefertospecificstrategiesandtechniquesthatenablesuccessfullearningandaca-demicprogress.Examplesincludetestpreparation,note-taking,textbookreading,library/researchskills,writingcompetency,andworkingwithinone’slearningstyle. Foralltransitioningcollegestudents,aninitialadjustmenttotherigorofcollege-levelcourseworkiscommonandexpected.Typicallydevelopingstudentsadaptbymonitoringacademicprogressandapplyingnew studytacticswhennecessary.Ontheotherhand,studentswithASD,manyofwhomhavesuccessfullynavigatedhighschoolacademicswithrudimentaryacademicstrategies,canstrugglewitharigidtendencytostickwiththefamiliar.Thistendencycanlimittheflexibilityneededtochangelearningmethodsandapplynewstrategiesinresponsetovariedteachingstylesordiverseacademicdisciplines.Althoughtheyoftenpossessstronglanguageskills,collegestudentswithASDmaystrugglewithcollege-levelwritingduetoproblemswithorganization,abstractlanguage,andperspectivetaking,aswellaspracticallimitationsresultingfromunderdevelopedfinemotorcoordination.Withoutspecificinstructionintheseareas,studentswithASDcanstrugglewithlearningandapplyingthestrategiesnecessaryforaca-demicsuccess.

Self-Care Self-careinvolvesmaintainingone’spersonalwellness,includingsleep,hygiene,exercise,nutri-tion,sensoryintegration,stressmanagement,medicationmanagementandbudgeting.Inessence,thisdomaincorrespondstocultivatingoptimalwell-beingandtakingresponsibilityforone’shealth. Whilethetransitionfromchildhoodtoadulthoodrepresentsatimeinwhichindividualsgraduallytakeownershipofprovidingfortheirownneeds,studentswithASDmayneedadditionaltimetode-velopindependenceintheareaofself-care.StudentswithASDfrequentlystruggletomaintainconsistent

Unique Strengths and Challenges of College Students with ASD

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hygieneandsleeppatternsandmayhavedifficultyindependentlymanagingmedicationsnecessaryforfocusandstabilityofco-occurringconditionssuchasattentiondeficitdisorders,anxiety,anddepres-sion. Asaresult,studentswithASDmaystruggletofunctionadequatelyenoughtomeetexpandingacademicresponsibilities.Collegelifeisalsofullofnewandvariedstimuli(e.g.,firealarms,crowdeddininghalls,constantsocialization,etc.)thatmakeitparticularlydifficultforthosewithsensoryintegra-tionchallenges.Withouteffectivewaystohandlesensoryoverloadandotherstressors,studentswithASDcanbecomeoverwhelmedandmayresorttofamiliarself-soothingtendencies,suchasrockingorpacing.Thesetendenciescouldbeperceivedassociallyinappropriate,leadingstudentswithASDtobecomeincreasinglyisolatedfrompeers.

Social Competence Socialcompetencereferstotheabilitytorelatetoothersandisaffectedbyhowanindividualunderstandsandrespondstoverbalandnonverbalcommunication.Includedinthisdomainaretheinterpretationofothers’thoughtsandfeelings,socialreciprocity,andcomprehensionoflanguagepragmatics(Tager-Flusbert,1999).Inessence,socialcompetenceistheabilitytogetalongwithothers;acriticalskillforestablishingandmaintainingpersonalandprofessionalrelationshipsbothduringandafterthehighereducationexperience. Whilemostpeopledevelopmasteryoftheintuitivenatureofsocialinteractioninearlychild-hood,thoseontheautismspectrumoftendon’tformthesameunderstandingofsocialrelatednessorpossessthesamesocialskillset(Stichter,et.al,2010).ThisdeficitmakesnavigatingthesociallyladenatmosphereofcollegeparticularlydifficultforstudentswithASD.Challengeswithinitiatingconversa-tionsandtheinabilitytoreadsocialcuesleadstofailedattemptstoconnectwithpeersandultimatelycontributestoisolationandloneliness.StudentswithASDalsotendtointerpretcommunicationliter-ally,makingitdifficulttounderstandsarcasm,aswellassocialandclassroomnorms.Additionally,studentswithASDoftenpossessexcellentvocabulariesandcanappearhighlyarticulate,whichcanleadothers(peers,faculty,oradministrators)tomisinterpretsocialdifficultiesasdisrespectorindiffer-ence.

Self-Advocacy Self-advocacyreferstoknowingandcommunicatingone’sneedswhileunderstandingcorre-spondingrights,responsibilitiesandresources(Brinckerhoff,L.C.,1994).Paramounttosuccessinthisdomainareself-awareness,thecapacitytoanticipatechallenges,andtheabilitytoaccessappropriateresources. Throughouttheprimaryandsecondaryeducationalprocess,parentsand/orschoolpersonneloftenidentifyandplansupportsforstudentswithASD,providinglittleopportunityforthesestudentstodevelopandpracticetheself-advocacyskillsnecessaryatthecollegelevel.Thisbecomesachallengeinthecollegeenvironmentastheprocessforrequestingaccommodationsandaccessingsupportservicesrequiresassertiveindependentactiononthepartofthestudent.Additionally,difficultieswithplanning,personalflexibility,andsocialcommunication,makeithardforstudentswithASDtorecognizehowandwhentoaskforhelp,oftenresultinginafailuretoaccessadequateandtimelysupport.

Career Preparation Careerpreparationreferstovocationalexploration,thejobsearchandapplicationprocesses,aswellasgainingappropriateworkexperience.Includedinthisdomainaretheskillsofnetworking,resume-writing,interviewing,andnavigatingthesocialworldofwork.Theimportanceofcareerdevel-opmentduringthecollegeyearscannotbeunderestimatedgiventhatsecuringfulfillingemploymentisoneoftheultimategoalsofhighereducation. Whilepostsecondaryinstitutionsareintegratingcareerpreparationinitiativesatearlierstagesofthecollegeexperience,theseinitiativestypicallyfailtoaddressthespecificchallengesofindividu-alswithASD,whooftenfindthemselvesunderemployed(Wehmanetal.,2014).Collegeeducated

Unique Strengths and Challenges of College Students with ASD

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studentsontheautismspectrummaystruggletotransferknowledgeandskillstoemploymentsettings.Inaddition,theirsocialinteractionstylecanunderminetheirchancesofsuccessinaninterview,wherecan-didatefitisoftenbasedon“soft-skills”(e.g.,personalcharacteristicsandinterpersonalrelations)ratherthanmeasurableskillsoreducationalbackground.Oncehired,theindirectsocialcontextofworkcanbeconfusingandsensoryintegrationissuescanmakeitdifficulttofunctioninworkenvironmentswithoutappropriateaccommodationsandsupportivemanagement. EachindividualstudentwithASD,liketheirtypicallydevelopingpeers,enterscollegewitha uniquesetofstrengthsandchallenges.ThedomainsdescribedaboverepresentsomeofthemostprevalentareasofconcernasstudentswithASDtransitionintoandstrivetofindsuccessincollegeandbeyond.Additionally,it’simportanttoconsidertherealitiesofthecollegeenvironmentthatmaypresentfurtherchallenges,addingtothedifficultiesthatsomestudentshaveinearningapost-secondarydegree.Someofthesefactorsareaddressedinthefollowingsection.

Unique Opportunities and Challenges in the College Environment Institutionsofhighereducationhavedevelopedsupportstructuresandcommonpracticesinresponsetothevaryingneedsofcollegestudents.Forexample,manycollegeshavewritingcenterstoaidstudentsinthedraftingprocessforcourseassignments,tutorservicestoassiststudentsinmasteringcollegelevelcontent,andcounselingcenterstoaddressthementalhealthneedsofstudents.Campusdisabilitycentersensureequalaccessforstudentswithdisabilitiesandmulticulturalcentershelpenhancethecollegeexperienceforstudentsfromdiverseethnicandculturalbackgrounds.Evenwitharobustframeworkofservices,studentswithASDoftenstruggletoadjusttothecomplexitiesofnavigatingacol-legesystemandthereforedon’tbenefitfromthetraditionalsupportstructures.Addingtothechallengeforthispopulationisadjustingtothecomplexshiftfromhighschooltocollege.Thistransitionincludeschangesinlegalmandatesthatimpactastudent’srightsandresponsibilitiesaswellasadjustmentstoanewandincreasedlevelofindependentfunctioning.

Rights and Responsibilities Therightsandresponsibilitiesforstudentswithdisabilitieschangeconsiderablyuponenteringpostsecondaryeducation.Inhighschool,theIndividualswithDisabilitiesEducationAct(IDEA)empha-sizesstudentsuccess,andguaranteesafreeandappropriateeducationintheleastrestrictiveenviron-ment.Schooldistrictstakeresponsibilityforidentifyingstudents’needs,determiningmodificationsandimplementingaplanforsuccessbasedonastudent’sIndividualizedEducationPlan(IEP).Inhighschool,accommodationsmayincludesignificantmodificationstocurriculum,testingformatorgrading.Addi-tionally,schooldistrictscoverthecostofevaluationanddocumentationandparentsorcaregiversplayaprimaryroleasadvocates. Uponenteringcollege,IDEAisreplacedbysupportfromcivilrightsmandates,theAmericanswithDisabilitiesAct(ADA)of1990,ADAAmendmentsActof2008andSection504oftheRehabilitationActof1973,whichemphasizeaccesstoeducation.Postsecondarystudentsmustseekoutservicesbyself-identifyingasastudentwithadisabilitytotheappropriateoffice,providingdisabilitydocumentationandsubmittingarequestforaccommodations.Whileparentsplayanimportantroleinpreparingtheir

Unique Opportunities and Challenges in the College Environment

While students with ASD arrive at college with many favorable qualities, certain skill sets are underdeveloped.

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studentsforthecollegeexperience,studentsmustinitiatetheaccommodationsprocessandcommuni-catetheirownneeds,withlimitedparentalsupport.Accommodationsinthecollegeenvironmentdonotaltercourseworkordegreerequirementsandaremeantonlytoremovebarriersandensurethatanother-wisequalifiedstudenthasanequalopportunitytoparticipateinacademicprogramswithlittletailoringtoindividualneeds(Thomas,S.B.,2000). Inadditiontochangesinlegalmandates,theremayalsobepracticaldifferencesinthewayservicesareofferedinhighereducation.Whilesomesupportsmaybeofferedintheformofapprovedaccommodations,otherneedsarecommonlyaddressedthroughself-accommodationormaybecoveredbynoncompulsory,supplementalstudentservices.Forexample,astudentwhoreceivedanaccommoda-tionforpreferentialseatinginhighschoolmaybeexpectedtoarrivetoacollegeclassearlytosecureapreferredseatlocationontheirown.Forsomestudents,theaccommodationsreceivedaspartofahighschoolIEPmaynotbedeemedreasonableinthecollegesettingandmayinsteadbeaddressedbynon-mandated,supplementalsupportservicesinthepostsecondarysetting.Forexample,astudentwhoreceivedhomeworksupportorindividualizedinstructionfromaspecialeducationteacherorpersonalaidaspartofanIEPmaynotreceivesuchsupportasanaccommodationincollegebutinsteadwillbeexpectedtoseekoutthetutoringoracademicsupportservicesavailabletothegeneralcampuspopula-tion.WhileinstitutionsofhighereducationhavedevelopedpathwaysandsupportstomeetADArequire-mentsforstudentswithdisabilities,someoftheuniquesupportstypicallyneededbystudentswithASDareoftennotaddressedwithinatraditionalaccommodationsorcollegesupportservicesframework.Forexample,traditionalaccommodationsandservicesdonottypicallyaddressthesocialdeficitsorskilldevelopmentthatmighthelpenhancetheparticipationandperformanceforstudentswithASD. Notonlyaresupportslessenedanddecentralizedfromhighschooltocollege,butbehavioralexpectationsandconsequencesfornoncompliancealsodiffer.Forexample,IDEArequiresthatastu-dent’sdisabilitybetakenintoaccountwhenconsideringdisciplinaryactionresultingfromaviolationoftheschoolcodeofconduct.Thisisnotthecaseinhighereducation,wherestudentsfoundinviolationofconductrulesareheldfullyaccountablefortheirbehaviorregardlessofdisability.ThiscanbeespeciallyproblematicforstudentswithASDwhomayhavedifficultyrecognizingsocialnormsandunderstandingbehavioralexpectationsandmaystrugglewithfunctioningappropriatelyinlessstructuredcollegeenvi-ronments.

Independent Functioning Beyondissuesofdisabilitymandatesandexpectationsforsupportservices,studentswithASDstrugglewiththeincreasedneedforindependentfunctioningrequiredinacollegeenvironment.Whiletheindependentlivingrequirementsofcollegecanbeadifficultadjustmentforallstudents,studentswithASDmayfindthetransitionespeciallychallengingastheyfaceindependencefromcaregiversandeduca-tionalprofessionalswhohaveassistedtheminmeetingmanyoftheirdailyneeds.Collegestudents,work-ingtowardbecomingfullyfunctioningadults,areexpectedtotakemoreresponsibilityfornavigatingtheenvironmenttomeettheirownneeds.ForstudentswithASD,whoareaccustomedtoamorecentralizedhighschoolsupportstructure,independentlymaintainingpersonalcareroutines,managingmedications,organizingdailyschedulesandappointmentsandseekingoutneededresourcesinamoredecentralizedcollegeenvironmentcanbeoverwhelming. Collegeisasocially-ladenenvironmentandthereforedifficultforindividualswhohavebeende-pendentonadultstoassistwithpeerconnections.Laggingbehindtheirtypicallydevelopingcounterpartsinemotionalandsocialdevelopment,studentswithASDcanbeperceivedasnaïveandbevulnerabletobullying.Withminimaladultmonitoringofpeerinteractionswithinpostsecondarysettings,victimiza-tionofthosewithASDcanbecommon.Suchchallengesareespeciallyprominentinresidentialcollegeswherestudentsexperiencehighlevelsoffluidsocialinteractionandlargeamountsofunstructuredandunsupervisedtime.ForstudentswithASD,unanticipatedsocialandlivingchallengesdistractfromthelearningprocessandcannegativelyimpactsuccessintheclassroom. Therealitiespresentedasaresultofchangingrightsandresponsibilitiesandrequirementsforincreasedindependentfunctioning,makethetransitiontoandsuccessincollegeespeciallychallengingforstudentswithASD.Significantcollegeresourcesaredevotedtosupportingallstudentsthroughthe

Unique Opportunities and Challenges in the College Environment

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collegetransitionprocesswithstandardinitiativessuchasfirst-yearseminars,academicsupports,andcocurricularprogrammingopportunities.Whilethiscommitmenthasbecomeacommonfeatureacrosshighereducationandistheresultofmanyyearsofrepetitionandrefinement,thereisagrowingneedtomodifystandardpracticesorcreatespeciallydesignedsupportstomeettheuniqueneedsoftheincreas-ingpopulationofstudentswithASD.

Taking Action: Mitigating Student and Environmental Challenges Asoutlinedintheprevioussections,studentswithASDoncollegecampusestodayfaceamyriadofchallengesbasedondiscrepanciesbetweentheuniqueneedsoftheindividualandthecustomarycollegeenvironmentsupports.ThissectionoftheguideservestooutlinewaysinwhichcollegescanworktomitigatethebarrierstosuccessforstudentswithASD.NOTE: The specific recommendations and examples provided are based on the practical experience and successful outcomes from the collaborating institutions and contributors to this guide. Whetherstemmingfromindividualorinstitutionalrealities,thechallengesfacingstudentswithASDcanbecomplexandmostinstitutionslackadequateand/orintentionallydesignedassistance.ThescarcityoftargetedsupportserviceshasanegativeimpactontheoutcomesforstudentswithASDoncollegecampuses,makingitdifficultforthemtoreachtheirpotentialasindependentemployedadults(Gerhardt&Lainer,2011).EmergingpracticesdictatethatensuringthesuccessofstudentswithASDinhighereducationrequirestwotypesofsupports:thosethatindirectlyimpactstudentoutcomesbycre-atingawelcomingandsupportivecampusclimate;andthosethatdirectlyassistindividualswithASDthroughspecificservices.Buildingamoreinclusiveandacceptingcampuscommunitycanhaveasub-stantialimpactontheexperienceandsuccessofstudentswithASD.Furthermore,studentswithASDwillonlybenefitfromspecializeddirectsupportswhenimplementedwithinacampusculturethatembracesthemasimportantmembersofthecampuscommunity.

Indirect Support Creating a Welcoming and Supportive Campus Climate OneofthebestwaystoimprovetheexperienceandlearningoutcomesforstudentswithASDisthroughapositiveshiftinthecampusclimate,withafocusoninfluencingthebroadercommunity’sattitudesandunderstandingofwhatstudentswithASDbringtothecampuscommunity.Thisapproachbenefitsallstudents,includingstudentswhomaysharesomeofthecharacteristicsofthoseontheautismspectrum,orthosediagnosedwithASDwhochoosenottodiscloseoridentifythemselvesassuch.Shift-ingcampusculturecanbeanarduoustaskandrequiresalong-termandsustainedcommitment–butdevelopingafocusononeorallofthefollowingareashasbeenshowntoestablishafoundationforthischange.

Taking Action: Mitigating Student and Environmental Challenges

The scarcity of targeted support services has a negative impact on the outcomes for students with ASD on college campuses.

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Raising Awareness and Acceptance IndirectlysupportingstudentswithASDbycreatingasupportivecampusenvironmentcanbeginwithawareness-raisingeventsandintentionaleffortstoincreaseunderstandingandacceptance.Thereisanoverallmovementinhighereducationtobemoreproactiveinintegratingpopulationswhoaretradi-tionallyunderrepresentedoncampuses.Amovetowardsincludingpeoplewithdisabilitiesasaformofhumandiversitycanbeaplatformforincorporatingunderrepresentedgroupsintomulticulturalcelebra-tionsanddiversityappreciationevents.AutismAwarenessMonth(April)canbeavenueforeducatingthecampuscommunitythroughspecialevents,presentationsandthoughtfuldiscussionsledbyguestspeak-ers,students,orsiblingsofthoseontheautismspectrum.Campuscommunitymembersinterestedinpro-vidingsupporttostudentswithASDmayalsobenefitfromtheimplementationofallyorsupportgroups,creatingaplacewherememberscanshareexperiences,gaingreaterunderstandingandhelppromotepositivecultural change.MediaexposurehighlightingtheachievementsofindividualswithASDcanalsoenhancecommunityawarenessatlittleornocost.Campuslifeleadersandotherswhoplancommunityeventsshouldbeencouragedtoimproveinclusivityintheireventplanningbyconsideringtheneedsofthosewithsensoryandenvironmentalsensitivities,allowingstudentswithASDtobemorefullyincludedinbroadeducationalandsocialexperiences.

Training the Campus Community Anothereffectivemechanismthatservesasabasisforaninclusivecollegeenvironmentiscampus-widetraining,whichhasbeenusedinsupportofmanydiverseinitiativesacrossacademia.Suchtrainingcanbutneednotbemandatoryinnature.Toensurehigherleveladministrativesupportfortrain-ing,theseinitiativescanbeginwithdirectors,administrators,andmanagers;andworkdowntoincludeallwhoservestudents(e.g.,labinstructors,teachingassistants,tutors,academicadvisors,campuspoliceofficers,“front-line”officestaff,admissionsofficers,financialaidcounselors,campushealthprofession-als,etc.)Position-specifictraininghelpsstaffunderstandthetypesofsituationstheymayencounterwithintheirroles;writingtutorsmayneedtochangetheirapproachforstudentswhostruggletograspdiverseviewpoints;andcafeteriastaffcanbemoreawareofdietarysensitivitiesandfoodaversions. Ideally,campus-widetrainingwilloccurannuallyforsomegroups(e.g.,residencelifeandstu-dentorientationstafftraining),oronanas-neededbasisforothers(e.g.,departmentalrequestsanddivi-sionlevelmeetings),oritmaytaketheformofatrainingpacket,sharedelectronically,thatincludesitemssuchasfactsheets,trainingvideosandlinkstorelevantarticles.Providingongoingprofessionaldevelop-mentopportunitiesallowsfortheinclusionofnewemployeesandthosehiredonatemporarybasis(e.g.,adjunctfaculty),whomayhavelimitedaccesstouniversitytrainingresources. Therearemanyeffectivestrategiesforthedeliveryofsuchtraining,includinghelpingparticipantsconsidertheirownpersonalconnectionstoautism.IdentifyingpersonalconnectionsallowsparticipantstomoreeasilyrelatetothechallengesandrealitiesforcollegestudentswithASD,whichcanincreaseempathyandpositiveperceptions.Additionally,studentswithASDorthosewithsiblingsontheautismspectrumcanbebroughtintothetrainingprocesstosharefirst-handexperiences.Anopendialogueformat,managedwithappropriatesensitivity,encouragestraineeparticipationandisabeneficialmethodofemphasizingthestrengthsoftheASDpopulationinadditiontoaddressinganystigmasassociatedwithautism. Facultytraining,specifically,canalsoincorporatethebenefitsofstrongpedagogicalmethodolo-gyandeffective,inclusiveclassroommanagementthatwillpositivelyimpactallstudents.Trainingshouldfocusonassistingfacultyinunderstandingtheimportanceofdirectcommunication,includingtheuseof


Some of the unique supports needed by students with ASD are not addressed within a traditional accomodations or support services framework.

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detailedsyllabi,concretelanguageandclearfeedbackwhenworkingwithstudentswithASD.Facultyshouldbetrainedtoconsiderthepotentialforsomeflexibilityinthedeliveryofassignedcoursework(e.g.,alternativestopublicspeaking),aswellasideasrelatedtothefacilitationofgroupwork(e.g.,designatingclearrolesandmonitoringprogress).Additionalrelevantpracticesmightincludeincorporat-ingastatementintothesyllabusthatreflectsarespectfordiversityandinclusiveness,utilizingavarietyofcontentpresentationmethodstoaddressavarietyoflearningstyles.Trainingmightincludeprovidingfacultywithtipsforstructuringclassroomdiscussions. Throughoutalltraining,facultyandstaffshouldbereassuredthatsupportingstudentswithASDdoesnotequatetoprovidingspecialprivileges.Nomodificationstotheeducationalstandardsorcourserequirementsarerequired;however,directandsupportivefeedbacksurroundingexpectations,includingthoseforappropriateclassroombehavior,cansignificantlyassiststudentswithASDtobecomecontribut-ingmembersoftheclassroom.

Developing Campus Expertise Anothermethodofindirectsupportinvolvesprovidingconsultativeresourcestocampuscom-munitymemberswhointeractwithstudentswithASD.TheavailabilityofdesignatedcampusexpertsfamiliarwiththeASDpopulationcanaidthecampuscommunity(faculty,staffandstudents)tobetterunderstandtheinteractionsorbehaviorsofstudentswithASDthataresometimesdifficulttointerpret.Aspecially-trainedgroupwouldideallyconsistofindividualsfromvariouskeydepartments(e.g.,disabilityservices,residencelife,campuspolice,etc.)whocouldserveasresourcestocolleaguesintheirrespec-tiveoffices.Campusesmightconsidertheestablishmentofadisabilityliaisonineachacademicdepart-mentwhocouldadvisefacultyoneffectivemethodsofinstructionaldesignandstrategiestoapproachvariousscenarios,promotingincreasedflexibilityinteaching.Aliaisonmayalsoassistfacultymembersininterpretingunusualbehaviorintheclassroom.Forexample,thebehaviorofastudentwhocontinu-allyapproachestheboardduringalecturemaybemisunderstoodasdisruptivebutmaysimplybethestudent’sresponsetoearlierdirectionto“writedowneverythingIputonthewhiteboard”.

Enhancing Existing Programs and Services Mostcollegeshaveexistingprograms,servicesandsupportnetworksinplaceforallstudents.Inmanycases,slightmodificationstotheseexistingeffortsmaymakethemmoreaccessibletostudentswithASD,whetherornottheyhavedisclosedtheirdiagnosis.Theappropriatedevelopmentoftheseresourcescanbeavitalcomponentinthesuccessofallstudents,includingthosewithASD.Anexampleofsuccessthroughthisstrategyinastandardtutoringcentermightbea shiftfromadrop-inappointmentmodeltoamodelthatincludesindividualizedrecurringappointments.ThisshiftmightbettermeettheneedsofallstudentsbutisparticularlybeneficialtostudentswithASDwhothriveonpredictabilityandroutine.Settingupsimilarregularlyscheduledappointmentswithuniversitysupportstaff(e.g.,advisorsoracademiccoaches)canprovideanincreasedlevelofoversightandsupportandprovidetherepetitionthatassiststhesestudents’inmasteringcompetenciesthatmightbemetinasinglemeetingfortypicallydevelopingstudents. ThisapproachalsocanbeexpandedasadirectsupportforthosestudentswhochosetodiscloseaASDdiagnosis.Forexample,atutoringcentermightbeabletoidentifyspecifictutoringstaffwithaddi-tionalexperienceinworkingspecificallywithstudentswhohaveneedsbeyondthosetypicallyaddressedbygeneraltutors.Otherexamplesoftargetedservicesforstudentswhoareformallyidentifiedasbeingontheautismspectrumareoutlinedinthefollowingsection.

Direct Support Developing Targeted Services for Students with ASD Inadditiontoindirectapproachesthatbroadlyaddressthedevelopmentofamoreinclusiveandsupportivecampusclimate,somecampusesmayconsiderthecreationoftargetedsupportservicestomoredirectlyimpactthesuccessofindividualstudentswithASD.BasedonthesizeofthepopulationofstudentswithASDand/orthecomplexitiesoftheirneeds,someinstitutionsmaychoosetoexplorethedevelopmentofacomprehensivesupportprogramwhileothersmayrelyuponamoreadhocapproach,


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respondingasneedsarise.Asisthecaseformanyunderrepresentedbutgrowingpopulationsoncollegecampusestoday(race/ethnicgroups,firstgeneration,lowincome,veterans,returningadultlearners,andstudentswithdisabilities)targetedsupportservicescanbeverysuccessfulinincreasingpersistenceandgraduationrates.

The following section provides examples of direct supports drawn from the established, compre-hensive support programs of the collaborating institutions which contributed to this guide.

Coaching and Mentoring Ingeneral,coachingandmentoringallowforthedevelopmentofsupportive,nonjudgmentalre-lationshipsthatfacilitatetheidentificationandattainmentofgoals,aswellasthegrowthofcompetenciesthroughmodelingandguiding.Throughnon-directivecoachingrelationships,studentslearntocapitalizeontheirpositiveattributesandareassistedintheidentificationandprogressionofchosengoals.Duringtheinteractiveanditerativecoachingprocess,frequentfeedbackandsupporteddecision-makingleadstoa senseofmastery.Althoughoftencarriedoutinaone-on-oneformat,coachingandmentoringcanalsobeofferedintheformofsupportgroupsorsmallgroupseminars.Professionalsorpeerscanserveintheroleoflifecoach,socialmentor,etc.,andmeetingsmaybestructured,unstructuredorstudent-led.Peermentors,inparticular,canhelpwithself-acceptanceandthebolsteringofself-esteemthroughvicariouslearningopportunities.Observingandexperimentingwithnewbehaviorsamongstacceptingpeermen-torscanbuildconfidenceandpositivefeelingsforstudentswithASD.Withmasteryexperiencesinthese“safe”environments,studentswithASDaremorelikelytotrynewbehaviorsinothersettings,facilitatingsocialconnectednessandfurtheringacademicsuccess.

Targeted Instruction StudentswithASDoftenbenefitfromtargetedinstructioninthoseareaswhereappropriateskillsorknowledgearedeterminedtobelacking.Suchinstructioncanbedeliveredindividually(e.g.,tutoring)orinsmallgroups(e.g.,seminars,mandatorystudyperiods,orsemester-longcourses)eitherthroughanestablishedscheduleoronanas-neededbasis.Insomecasesitmaybepossibletomodifyexistingin-structionalmaterials.InthesecasescareshouldbetakentoensurethematerialismodifiedtoaddresstheskilldeficitsofstudentswithASD.Thefocusofinstructionislimitlessbutcanincludeexecutivefunction-ingtraining,studyskillsinstruction,socialthinkingskillbuilding,leadershipdevelopmentthroughcom-munityoutreach(e.g.,speakingatanautismawarenessevent),careerpreparationworkshops,sensoryintegrationcounseling,mindfulnessmeditation,socialanxietygroupsorrelationshipskillsgroups.

Transition Programming ForfirstyearstudentswithASD,theinitialintroductiontocollegeandthenewstudentorienta-tionexperiencecanbeanoverwhelmingandover-stimulatingexperience.ThosewithASDhavetheaddedburdenofattemptingtomitigatefunctionallimitations,suchasadaptingtounstructuredandsocially-embeddedenvironments.Pre-college,specializedorientationorsummerpreparationprogramscanequipstudentswithASDwithtoolstohelpthemacclimatetonewsurroundingsandbegintoestab-lishpeerrelationships,aswellasprovidethemwithtimetoproactivelyarrangeforappropriateaccom-modationsand/orsupportservicespriortothestartoftheacademicyear,whilecampusislesscrowded.Structuredtransitionprogrammingcanincludeguidanceinnavigatingthecollegecampus,introductionstokeypersonnel(e.g.,academicadvisingstaff),self-advocacytraining,independent-livinginstruction(e.g.,navigatingdininghallsorotherfacilities),appropriateprofessionalcommunicationpractices(e.g.,respondingtoemails)aswellastimemanagementandacademicskill-buildingsessions.Theseprogramscanrangeinlengthfromonedaytoseveralweeks,andthelattermayincorporatethecompletionofacredit-bearingclasstoestablisheffectiveacademichabitsandpracticestructuringschedules.Manyspe-cializedorientationprogramsalsoallowforearlymove-indates,affordingstudentsanopportunitytogetsettledintoroutinesandfamiliarizethemselveswiththecampusbeforethearrivalofpeers.


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Supported Living DesignatedhousingcommunitiesforstudentswithASDcanprovidethesenseofbelongingoftenlackinginthelivesofthosewithASD,whomayhavestruggledtobeacceptedbypeersthroughoutchild-hood.Livingincommunity(eg.specializedorthemedfloor)withpeerswithASDcanprovideopportuni-tiestobuildsocialconnectionswithinasafeandsupportiveenvironment;aswellasallowforincreasedoversightandearlyidentificationofproblems(e.g.,socialwithdrawalorpoorhygiene)forquickinterven-tion.Thesesupportedlivingcommunitiescanbesupervisedbyspeciallytrainedresidencelifestaff,whocanmorereadilyrecognizethesignsofastudentindistressandworkproactivelytomitigatechallenges. AssigningstudentswithASDtosingleorlimitedroommateplacementsprovidesanotherwaytocreatesupportivelivingenvironmentswithinastandardcampushousingsystem.Singledormroomsoftenprovidearefugefromthesensoryoverloadthatcanresultfrominteractingwithabusycollegeenvironmentonadailybasis.Additionally,somesensoryintegrationissuesmaymakeitimpossibletocohabitatewitharoommate,makingaprivateroomaccommodationnecessary.Forexample,astudentwithsensoryissuesmayrequireaprivateroominordertomaintainsleeporhygienehabits.Somestu-dentswithASDmayconsidertransitioningfromasingleaccommodationtoasharedlivingspaceoncetheyfeelmorecomfortablewiththeadditionalsocialaspectsofcollegelife.Itisimportanttorememberthateachstudent’ssituationisunique,andprovidingchoicesrelatedtolivingarrangementsrespectsastudent’sautonomyanddevelopsindependentdecision-makingskills.Tohelpstudentsinthisdecision-makingprocess,itmaybeusefultoprovideachecklistofindependentlivingcompetenciesandpossiblescenariosthatmightbeencounteredinaresidentiallivingsituation.Forthosewhopreferasharedspaceoption,residencelifestaffcanassiststudentsinstatingtheirneeds(e.g.,needforquiettimeandspace)topeersandhelpstudentsnavigatethecreationofroommatecontractswhichsetexpectationsforsharedlivingarrangementsandcanminimizeroommateconcerns. Residentadvisorsarechargedtodevelopcommunityandcanidentifysignsofdistresswithintheirassignedlivingenvironment.InthecaseofstudentswithASDwhoarecomfortablewithdisclosing,itmaybebeneficialtoencouragestudentstomeetwiththeresidentadvisortodiscussanysensitivitiesorconcernsaboutcommunityliving.WhenresidentadvisorsareawareoftheindividualneedsoftheirresidentswithASDtheyarebetterpreparedtofacilitateday-to-daysupportforthesestudents.

Social Programming PlannedsocialeventsthatincludementorsandotherknowledgeablestaffprovidestudentswithASDopportunitiesforconnection,modeling,andachancetotrynewbehaviorsandcommunicationskillsthatcanbuildsocialconfidence.Thesegatheringsmaytaketheformofcommunityoutings,mealgatheringsorgroupvolunteerexperiences.CampusesmayconsiderthepossibilityofcreatingadedicatedloungeorstudyspaceforstudentswithASDtogather.Toenhanceintegrationwiththelargeruniversitycommunity,socialeventscanbepostedandopentotheentirecampuscommunity,orstudentswithASDcanbeencouragedtoinvitefamiliarpeers.Additionally,integratedspringbreakprogrammingcanpromotesocialinteractionsamongstudentsbothonandoffthespectrumtofurtherenhancesocialcon-nectedness,acceptanceandunderstanding.StudentswithASDshouldbeencouragedandsupportedinparticipatingincampus-wideprogramming,clubsandevents.MentorscanassiststudentswithASDinidentifyinggroupsandspacesoncampuswheretheycanmeetotherswithsharedinterests.

Student Empowerment Methodsofsupportthatemphasizeempowermentandself-determination,suchasperson-cen-teredplanningandstrengths-basedapproaches,areidealforfosteringahealthyself-conceptforstudentswithASD.Developinghigherlevelsofcomfortwithmakingdecisions,andtakingresponsibilityfordeci-sionsmadearecentraltothegrowthanddevelopmentofallstudents.SuchdevelopmentwillnotonlyincreasetheabilityofstudentswithASDtohavesuccessinhighereducationbutwillalsoleadtogreatersuccessandconfidenceinallaspectsoftheirlives. Theself-esteemofstudentswithASDcanbenurturedthroughthesenseofbelongingthatspe-cializedsupportprogrammingaffords.Theestablishmentofcaringreciprocalrelationships,whichhave

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oftenbeenlackinginthesestudents’lives,iscriticaltobuildingtheself-worthandresiliencythatallowsforcopingwiththestressorsofcollegelifeandbeyond.However,itisalsoimportanttobeawareofpotentiallytransferringdependenciesfromparentstocollegefaculty,staff,orpeersasthiscanhindertheindependencestudentswithASDneedinordertosucceedinthelongrun. EmpoweringstudentswithASDoftenrequiresempoweringparents,avastmajorityofwhomhavehadalife-longroleastheirchild’sprimarysupportersandwhomaylackconnectionswithotherswhoarelaunchingachildwithuniquechallengesintoindependence.Thus,empatheticallyeducat-ingparentsonhowbesttosupporttheirchild’stransitiontoadulthoodiscrucialandrequiressettingclearboundaries.Parentsshouldbediscouragedfromcorrespondingwithfacultyorsupportpeopleonthestudent’sbehalfandshouldberemindedtoincludetheirstudentinallemailcorrespondencewhenoutreachisnecessary.Awell-meaningparentmightbetemptedtocompleteanonlinetestfortheirchildduringaparticularlystressfultimeinthesemester,notrealizingtheseriousnessofacademicdishonesty.Beingclearwithparentsabouthowtheycanempowertheirstudentwillhelpavoidover-involvementandensurethatstudentsmovetowardbecomingself-sufficientadults. CampusesseekingtomeettheneedsofstudentswithASD,mayutilizebothindirectanddirectsupports.Regardlessofthespecificservicesandprogramsoffered,thereareanumberofotherfactors(legal,logistical,ethical)whichmustbeconsideredinthedesignofasuccessfulmodel.Theseconsider-ationsareaddressedinthefollowingsection.

Identifying a Campus Response to Support Students with ASD AsupportmodelforstudentswithASDcanrangeinscopefrommakingexistingservicesmoreaccessiblebyenhancingcurrentstructuresandpolicies,todevelopingafullystaffedprogramwithspe-cializeddirectsupports.Whatevertheapproach,it’simportanttorememberthatanASDsupportmodelshoulduniquelyreflecttheuniversity’sstrengths,mission,andculture,andnotsimplyreplicateanexist-ingprogram.Itmaybehelpfultoconsideraprogressivedevelopmentofservices,startingwithafocusoninfluencingthecampuscultureandmodifyingexistingservicestomeettheuniqueneedsofstudentswithASDasfirststeps.Thisprocesscanbefollowedbythefurtherdevelopmentoftargetedorenhancedservicesorpossiblythedevelopmentofamorecomprehensiveprogrammodel,asdesiredandpractical. The following section and accompanying worksheet are designed to assist higher education pro-fessionals in considering the needs of their campus and the students they serve to determine the scope of services that can or should be offered.

Getting Started: Assembling a Task Force Whetherconsideringthedevelopmentofindirectordirectresources,itishelpfultoassembleanimplementationteamortaskforce.Thisallowsforcomprehensiveideas,awidereachofcampussupport,andtheformationofcollaborativerelationshipsthatwillbecriticaltosuccess.Thisteamcanalsobeben-

Identifying a Campus Response to Support Students with ASD

A support model can range from making existing services more accessible to developing a specialized program of support.

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eficialwhenmodifyinginitialplanstoaccommodatechangesincampusstructure,cultureoravailableresources.Taskforceteammembersmightincluderepresentativesfromstudentaffairs,academicdepart-ments,anddirectserviceandsupportstafffromacrosscampus.Ifappropriate,thosewhoareknowledge-ableandexperiencedwithsupportingthispopulation(e.g.,thosewithfamily/friendswithASD)canserveaspowerfulalliesandcanbeimportantadditionstothisteam.TaskforcescanalsoseektheexpertiseofprofessionalconsultantsfamiliarwithdevelopingcollegesupportprogramsforstudentswithASDorthosewithabackgroundinAppliedBehaviorAnalysis(ABA),anapproachusedtoimpactcommunica-tionandlearningchallengesforchildrenontheautismspectrum(Rosenwasser&Axelrod,2001). Ataskforcemayworktogetherforanextendedperiodoftimeduringwhichkeyplanningdeci-sionsaremade.Onekeydecisionistheintentionalplacementoftheprogramwithinthecampusstruc-ture,whichoftenhassignificantimplications.Forexample,aprogramoperatingwithinthedisabilityofficewillhaveampleresourceswhenitcomestoaccommodations,butmayhaveadifferentperspectiveonsupportservicesthanaprogramhousedunderacounselingcenteroranacademiclearningcenter.Whatevertheapproach,strategiesshouldmatchtheknownoranticipatedneed,theavailablecampusre-sourcesandexpertise,andshouldcomplementtheoverallcampusenvironment.Thetaskforcemayalsohelpshapethecampusprioritiesandensurethatsupports(eitherdedicatedorgeneral)alignwithstatedgoals,suchasenhancingthestudents’accesstoorincreaseduseofavailablecampusresources. Taskforcesarealsobeneficialforongoingoversightonceinitiativesaredetermined;ensuringsol-id,transparentdecisionswiththeinputofstudents,parents,andcommunitypartners.Regularmeetingsensureaccountabilityandallowforconsultationandoversightfrominitialplanningthroughevaluation,fosteringcontinuousimprovement.Additionally,anactivetaskforcemaybechargedwithestablishingpoliciesandprocedurestohelpaddresslegalandethicalconcernsandensurethatprogramobjectivesandstudentsuccessremainsapriority.Forexample,aprogramservingstudentswithASDmaybelookedatasanavailablesubjectpoolforresearchdepartments.Inthiscaseanestablishedpolicyfromthetaskforceregardingresearchmaybebeneficial.Anothersignificantpolicyarearelatestodisclosure,whichisexploredinthenextsection.

Issues of Disclosure TheissueofdisclosureimpactshowweservestudentswithASDintwodifferentways.Inthefirstcase,thedeterminationofwhenandhowhighereducationprofessionalsmayshareinformationaboutastudent’sconfidentialorprivateinformationisgovernedbylegalandethicalstandardsandmustbeman-aged.Inthesecondcase,itisimportanttomakeappropriateguidanceavailabletostudentsaboutthedecisionofwhenandtowhomastudentmightdiscloseinformationaboutadiagnosisofASD.Inbothcases,thedevelopmentofpolicyandprocedurestoguideday-to-daypracticewillbebeneficial.

Professional Disclosure ExtensivelyusingthecampusinfrastructuretosupportstudentswithASDrequirescontinualinteractionandcollaborationacrossthecampuscommunity.Sharingofstudentinformationthroughthesecollaborationsmustbedoneincompliancewithprivacyprotectionlawsaswellasinternalpoliciesandproceduresregardingthetreatmentofstudentrecords(Gilley,A.&Gilley,J.W.(2006).TheFamilyEducationalRightsandPrivacyAct(FERPA)protectseducationalrecords,whichincludesdocumentationsubmittedtoapostsecondarydisabilityoffice.Thisinformationcannotbesharedwithoutwrittenconsentfromthestudent.TheHealthInsurancePortabilityandAccountabilityActof1996(HIPAA)protectshealthinformation,suchasphysicalandmentalhealthconditions,andappliestoentitiesthatincludeuniversityhealthcareprovidersorclinics.Thus,thecollegecounselingcenterorstudenthealthservicescannotshareinformationwithanyonewithoutthestudent’swrittenpermission. Cross-campuscollaborationiseffectiveinsupportingthesuccessofstudentswithASD.Whenprofessionaljudgmentnecessitatesdisclosureofstudentinformation,signedconsentformsshouldbeonfileandspecifywho,what,andunderwhatcircumstancesstudentinformationwillbeshared.Separatereleaseformscanbeusedforinternalandexternalcollaborations.Decisionstodiscloseshouldalsocon-siderwhetherspecificidentifyinginformationisrequired.Forexample,theremaybeaneedto

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collaboratewithappropriateresidencelifestaff.Thedisclosuremaybegeneral(“youmayhaveastudentonyourfloorwithASD.”)orspecific(“Theresidentinroom24isastudentwithASD”).Beyondthecampuscommunity,parentscanbeintegralmembersofacollaborativeteamandareofteninagoodpositiontoprovidefeedbackabouthowbesttoassistthestudent,particularlyintimesofchal-lenge.However,theremustbecarefulattentionpaidtoastudent’srighttoprivacy.Furthermore,thereshouldbeafocusonsupportingthestudent’smovetowardindependentfunctioningwhilereducingthestudent’srelianceonparents.Thus,studentsandparentsmustbeprovidedwithclearguidelinesregardingwhenandwhatinformationwillbesharedandthefrequencyofinteractionparentscanexpecttohavewithcollegestaff.Ofcourse,thepolicyforparentalinvolvementandconsenttoshareinformationneedstoalignwithcampuscultureandpolicy.

Student Disclosure Thedecisiontodiscloseanon-apparentdisabilityisacomplicatedone.Itisimportanttore-memberthatsomestudentswithASDmaynotseethebenefitofdisclosureandmayhaveastrongdesiretoavoidbeinglabeled.Studentscanbeempoweredtomakedisclosuredecisionsbyunderstandingthedisclosureprocessandthepotentialbenefitsofdisclosure.Role-playingvariousscenariosandinitialas-sistanceincraftingdisclosureemailstoprofessorsisbeneficialandwillprovidementoringandguidancetothestudentonhowtoeffectivelyself-advocate.Itmayalsobehelpfultoprovidestudentswithatem-platedisclosureletterandfactsheetsthatmightbehelpfulinworkingwiththeirfaculty.ItisimportnattoconsiderthatsomestudentsmaylackanofficialdiagnosisofASDbutnonethelessexperiencechallengessimilartothoseontheautismspectrumthatdisrupteverydayactivities.

Considerations for the Development of a Comprehensive Program Model ProvidingdirectserviceandtargetedsupportstostudentswithASDbecomesproblematicwhenstudentsdon’tidentifytotheuniversityasastudentwithadisability.However,wherethereisanin-creasedpopulationofstudentswithASDwhochoosetodisclosetheirdiagnosisandconsequentlyanincreaseddemandforservices,theremaybeaneedtoconsiderthedevelopmentofacomprehensiveprogramdedicatedtoservingstudentswithASD.Inadditiontothefactorsalreadydiscussed,the follow-ing sections address areas that should be reviewed by campuses considering a comprehensive program model. Whenacampusbeginstoconsideracomprehensive program,it’simportanttobeawarethatsomefaculty,stafforadministratorsmayexpressapprehensionaboutthepossibilitythatspecializedsupportscouldattractstudentswithASDtothecampuscommunity.ItisimportanttorememberthatthepopulationofstudentswithASDwhoarequalifiedtoattendinstitutionsofhigherlearningwillcontinuetogrowandstudentswithASD,liketheirpeers,willcontinuetochoosecampusesbasedonoverallfit;weighingfactorssuchassize,fieldofstudy,academicreputation,cost,andlocation.Developingservicesinanintentionalandmeasuredmannerandtakingintoaccountagrowingneedmayhelptoalleviatecommonconcerns.ProvidingproactivesupportforstudentswithASDallowstheuniversitytousecam-pusresourcesinamoreintentionalwaybyanticipatingproblemsanddevelopingpreemptivemeasures.CarefullyconsideredsupportsforstudentswithASDcanalsohelpreducecrisissituationsthatcanariseforcollegeresidentialcommunities,counselingcentersandcampuspolicewhomaybeotherwiseunpre-paredtosupportthisuniquepopulationofstudents.

Establishing Program Admission Criteria and Intake Process Standardpracticedictatesthatstudentsmustfirstbefoundeligibleforadmissiontothecollegebeforeapplyingforsupplementalsupports.Aftersuccessfuladmission,carefullyselectedprogramadmis-sioncriteriaallowfortheinclusionofstudentswithASDwhomightmostbenefitfromtheprogram’smis-sionandavailableresources.Programadmissioncriteriamaytakeintoaccountbothformalandinformalassessments.Forexample,programsmayassessastudent’sreadinessbasedonsocial,emotional,behav-ioral,andindependentlivingfunctioning,allofwhichserveasimportantpredictorsofsuccessincollege.Theprogramapplicationprocessmightalsoincludeawritingsampletorevealthestudent’sabilityto


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synthesizeandorganizeinformation,oritmayrequireinterestedstudentsand/orparentstoparticipateinaninterviewprocess.Suchinterviews,whichcanbeconductedineitherindividualorgroupformats,canprovidevaluableinformationaboutthestudent’sleveloffunctioning,aswellasthefamily’sexpectation,andinteractivestyle.Someprogramapplicationsmayrequiresupplementalorthird-partydocumentation,suchasaprimarydiagnosisofASD,whileotherssimplyrequireself-reportedidentificationassomeonewhocanbenefitfromspecializedservicesforstudentswithASD.HighschoolIEP’smayalsobereviewedtounderstandthescopeofaccommodationsandsupportsthatmayberequiredforthestudenttobesuccessfulinthecollegeenvironment.Insomecases,thelevelofsupportthatisindicatedmayhavere-sourceimplicationsandbebeyondtheabilityoftheprogramtoaddress.Inthiscase,areferraltoalterna-tivesupportsmaybenecessary.Forexample,previoushistory,includingtheprovisionofaone-on-oneaideinhigh-school,out-of-districtoralternatehighschoolplacements,modifiedgradesorcourses,pastcriminalactivityorseriousmentalillness,maywarrantseriousconsiderationaboutprogramadmissionstatus.Reviewingsuchinformationhelpsensurethatstudentsareultimatelydirectedtothemostappro-priateprogramstobestmatchtheirneeds. Aspartoftheadmissionandintakeprocess,twochallengingscenariosmaydevelopanditisimportantforinstitutionstoconsider,inadvance,howtorespond.Inonecase,studentswithASDmayhaveneedsthatcannotbemet,evenwithsupportwithinthecurrenttraditionalcollegestructure.Thesestudentsmayconsiderparticipationinanintellectualdisabilityprogramormayneedtoseekoutprogramswithmoreintensiveorspecializedmentalhealthsupportspriortoenrollingincollege.Thus,itisrecommendedthatthesestudentsandtheirfamiliesbeinformedofpotentialalternatives.Alterna-tivesmay includereferraltomoresupport-intensiveprogramsinthecommunityandtheopportunitytoreapplyforprogramadmissionafteraddressingunderdevelopedskills.Insomecases,theuniversitymayallowstudentstodefercollegeenrollmentforuptooneyear,makingdeferralandreapplicationaviableoption. AnotherimportantconsiderationisforthosestudentswithASDwhoattendtheuniversitybutelectnottoparticipateinthesupportprogramofferedbythecollegeorthosewhoarenotacceptedtothespecializedprogrambasedonmatchorspacebutstillelecttoattendtheuniversity.Inthesecases,itisimportanttoensurethatthestudentandfamilyhaveanunderstandingofthesupportsthatwillbeavailable,includingaccommodationsandgeneralizedsupportservicesthatwouldotherwisebeavailabletoallstudentsatthecollege. Regardlessofadmissiontoandparticipationinacomprehensiveprogram,animportantmessagetofamilies,andonethatisoftendifficulttounderstand,isthatastrongacademicrecord,evencombinedwithcomprehensivesupports,doesnotguaranteecollegesuccess.Justasisthecasewithtypicallydevel-opingstudents,outcomesarenotpredictableandnotallstudentswillfindsuccess

Program Staffing StaffingmodelsforprogramsdedicatedtostudentswithASDvaryaccordingtomanyfactorsthatincludethelevelofresourcesandexistingsupportsaswellasthenumberofstudentsserved,andthelevelofindividualsupportprovided.ProgramsmaybestaffedbydisabilityservicepersonnelwhocommitacertainpercentageoftheirtimetoprovidingspecializedASDsupports,throughbothdirect-serviceandcollaborationswithotherdepartments.SomeprogramsutilizeaprimaryASDprogramcoordinatoralongwithastaffofgraduateassistantsorundergraduatestudentvolunteers,whileothersutilizespecially-trainedpermanentstaff.Inallcasesfundingor

One of the best ways to improve the experience for students with ASD is

through a shift in campus climate.

theallocationofresourcesnecessarytoprovidesupportforstudentswithASDneedstobeconsideredwithaneyeonefficiency.Itisimportanttokeepinmindthat,insomecases,existingcampusresourcesandstaffmayalreadyprovidefullyadequatesupportservicesandtheutilizationoftheseexistingservicesisnotonlyprudentbutalsoservestoempowerstudentswithASDtoutilizesupportconsistentwiththegeneralcampuspopulation. Staffingmodelsshouldalsoallowforvariance,asstudents’needsmaybemoreintensiveatdif-ferentstagesoftheircollegecareer(e.g.,theinitialtransitionintothecollegeenvironmentandprepara-tionforemploymentdesiredpost-graduation).Itisimportanttorememberthatprogramstaffwillneedtobeavailabletosupportfaculty/staffseekinginputandadvicethroughouttheacademicyear.Finally,itisimportanttoensurethatstaffhaveappropriateeducationalbackgroundsandexperience.Strongcandidatesmayhavepreviousworkinsocialwork,counseling,specialeducationorotherrelatedfields.Additionaltrainingspecifictocampusrequirements,services,andcampusandprogramphilosophieswillfurtherenhancestaffingsuccess.

Program Funding Asisthecaseformostsupportservices,allocatingsufficientresourcesistheresponsibilityofthecollege.Thefundingsourcesofexistingcollegeprogramsvaryandmayconsistofanycombina-tionoffederalorfoundationgrants,endowments,studentfees,andinstitutionalsupport.Programsmaybeinitiallysupportedbyagrantandlaterbecomeself-sufficientviaimplementationofprogramfeesorfundraisingefforts.Scholarshipscanbecreatedbysponsors,andotherfinancialresourceswhichcanhelpcoverprogramfees,suchasvocationalrehabilitationagencies,canberesearched.Studentscanbedirectedonhowtoapplyforadditionalfinancialsupport.Aslidingscalefeemayalsobeanimportantmeansofallowingaccesstoallsocioeconomicgroups. Inadditiontoidentifyingoverallprogramfundingsources,itisalsoimportanttoconsiderpoten-tialwaystomeetstaffingexpenses.Insomecases,oversightofservices,indirectordirect,maybeman-agedbystaffaspartoftheirexistingrole,eliminatingtheneedfordedicatedstaffatincrementalcosts.Asthescopeofservicesincreases,theneedfordedicatedand/orspeciallytrainedstaffmayalsoincrease.Inthesecases,theuseofgraduatestudentsfromappropriateprogramsofstudy(e.g.,schoolpsychology,socialwork,specialeducation)oradjunctprofessionalsmaybeeffectiveinservingsmallpopulationsofstudents.Largerinitiativesorcomprehensiveprogramswilllikelyrequirepermanent,dedicatedstafflinesandmatchedfunding.Shiftingtothislevelofinstitutionalsupportwillrequirecommitmentattheleader-shiplevelbydecision-makerswhoseethevalueoftheseprogramsandhavetheabilitytodesignatefund-ing.


Providing proactive supports to students with ASD allows the university to use resources in a more intentional way

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Evaluating Program Success Ongoingevaluationisimportantforcontinualimprovementandtoensureprogramgoalsarebeingmet.Additionally,students,parents,orotherfundersneedtoknowthattheservicesarebeneficial.Multiplesourcesoffeedbackallowfortheconsiderationofdifferentperspectives:students,parents,theuniversitycommunity,andotherstakeholders.Thiscanbehelpful,asstudentsaren’talwaysthebestself-reportersormaylackawarenessoftheimpactofsomesupports. Tomaintainadministrativesupportovertime,aswellastoprovideconcretefeedbacktostake-holders,quantitativefeedbackisessential.Changesinpersistencerates(numberofstudentswhousetheprogramandareeitherretainedorgraduate)inrelationtothoseoftheoverallstudentpopulation,canprovideaclearpictureofprogramsuccess,ascangraduationandemploymentrates.Othersuccessindi-catorsmayincludeincreasingscoresinmeasuresofstudentcompetencies,adjustment,andwellbeing. However,certainchallengescanarisewhenmeasuringsuccess.Thevalue-addedfromprogramsupportsisoftenrepresentedbyqualitativevariablesthataredifficulttoempiricallymeasure.Forex-ample,itisdifficulttoquantifyastudent’simprovementinmanagingsensoryintegrationissues.Also,graduationratesmaynotnecessarilyreflectasuccessfuloutcomeforthisgroupofstudents:somemaytransfertootherinstitutionsthatareabetterfit,somemayfindfulfillingemploymentbeforegraduating;whilestillothersmaygraduatewithoutbeingabletosecureemploymentduetolimitationsinsocialandemotionalfunctioning.Inotherwords,studentsuccessmaynotbeconsistentwiththeinstitutionstypicalmeasures ofsuccess.Thiscanbeproblematiciffundingisperceivedascomingattheexpenseofotherprogramming.Therefore,itisimportanttointentionallyalignprogramevaluationwithbothuniversityandstakeholderobjectives,particularlywhentaxpayerortuitiondollarsarebeingusedforfunding. Regardless of the current situation on your campus, this guide was developed to provide a basis for information and reflection about how to best serve students with ASD in your environment. We encourage you to utilize the Support Model Planning Worksheet in the next section and refer to the Existing Program summaries provided at the back of this guide as you apply this information to your specific campus community.


Changes in persistence, graduation or employment rates for students

with ASD can provide a picture of program success.

18

CampusProfile

• Whatisthesizeofyourcampus(totalenrollment)?

• WhatistheestimatedsizeofyourpopulationofstudentswithASD?

oIdentified

oNot-Identified(bestestimate)

• ArethereagrowingnumberofstudentswithASDonyourcampus?Whatistherateofgrowth?

ExistingServices

• WhatisthedistributionofgraduateversusundergraduatestudentswithASD?ExistingServices

• WhatservicescurrentlyexistonyourcampustosupportALLstudentsinthetransitiontocollege

(e.g.,orientation,firstyearprograms)?

• WhatservicescurrentlyexistonyourcampustosupportALLstudentsinpersistencetocollege

(e.g.,academically,socially,residentially)?

• WhatservicescurrentlyexistonyourcampustosupportALLstudentsinthetransitiontothe

workforce(e.g.,internships,careerpreparation,jobplacement)?

• WhatservicescurrentlyexistonyourcampusthatservestudentswithASDinanindirect

manner(e.g.,professionaldevelopment/training,awarenessprogramming,campusexperts)?

• WhatservicescurrentlyexistonyourcampusthatservestudentswithASDinadirect/targeted

manner(e.g.,coaching/mentoring,socialskillsgroupsincounselingservices,disabilityservices)?

• Whatisthecurrentlevelofexperienceamongyourprofessionalstaffinsupportingstudentswith

ASD(e.g.,academicadvisors,residentialstaff,counselingcenterstaff)?

• HowpreparedareyourfacultytosupportstudentswithASDintheclassroom?

• Howstrongisthesupportfromthegeneralcampuscommunityregardingtheneedfortargeted

supportsforstudentswithASD?Howmightadditionalsupportbegarneredpriortoadvancing

programmaticinitiatives?

• Howstrongisthepotentialbuy-infromdecisionmakersregardingtargetedsupportsforstudents

withASD?Howmightadditionalsupportbegarneredpriortoadvancingprogrammaticinitiatives?

PrevailingChallenges • Consideringtheprevailingchallengesorissuescurrentlybeingexperiencedwithoraroundstudents withASD,whatskillsets(ordomains)arepresentingthegreatestchallengeforstudentswithASD onyourcampus? oExecutiveFunctioning oAcademicSkills oSelf-Care oSocialCompetence oSelf-Advocacy oCareerPreparation oOther

Support Model Planning Worksheet

19


ConsideringaCampusResponse •Whatlevelofresponseareyouseekingtoachieveatthistime? oAwarenessandacceptanceprogramming oFaculty/StaffprofessionaldevelopmentspecifictostudentswithASD oExtendexistingservicestomeetamorespecializedneed oDeveloptargetedservicesforstudentswithASD oDevelopacomprehensiveprogramservicemodelforstudentswithASDActionPlanning

Regardless of institutional goals, it is strongly recommended that planning begin with the establishment of a task force. Once formed, this work group may draw upon the campus profile, existing services and prevailing challenges sections above to determine short and long term goals for your campus. Based on these goals, the sections below will help guide the work group in decision-making related to priorities and implementation plans. These sections map to the earlier resource guide materials (as indicated). It may be helpful for the task force to review this material as they consider campus responses. Additionally, the task force may find it help-ful to refer the Existing Comprehensive Program Models (pg. )section of this guide as an additional reference.

Taskforcedevelopment • Whoarethepotentialchangeagentsonyourcampus? • Whocouldbeinvolvedinaninitialandongoingtaskforce? • Whatdepartment(s)orpersonnelmighttakealeadershiprole?

Issuesrelatedtodisclosure • Howwillyourcampushandleissuesofdisclosurerelatedtocampusprofessionals? • Howwillyourcampushandleissuesofdisclosurerelatedtostudents?

Opportunitiesforindirectimpact • WhatstepscouldyourcampustaketoincreaseAwarenessandAcceptance? • WhatstepscouldyourcampustakeinTrainingtheCampusCommunity? • WhatstepscouldyourcampustaketoDevelopCampusExpertise? • WhatstepscouldyourcampustaketoEnhanceExistingProgramsandServices?

Opportunitiesfordirectimpact • BasedonthechallengespresentedbythepopulationofstudentswithASDonyourcampus, wouldCoachingandMentoringservicesbeapriority?Ifso,whatresourcesareavailableor wouldberequired? • BasedonthechallengespresentedbythepopulationofstudentswithASDonyourcampus, wouldTargetedSkillDevelopmentservicesbeapriority?Ifso,whatresourcesareavailable orwouldberequired? • BasedonthechallengespresentedbythepopulationofstudentswithASDonyourcampus, wouldSummerTransitionProgrammingservicesbeapriority?Ifso,whatresourcesareavailable orwouldberequired? • BasedonthechallengespresentedbythepopulationofstudentswithASDonyourcampus, wouldSupportiveLivingservicesbeapriority?Ifso,whatresourcesareavailableorwould berequired? • BasedonthechallengespresentedbythepopulationofstudentswithASDonyourcampus, wouldStudentEmpowermenteffortsbeapriority?Ifso,whatresourcesareavailableorwould berequired? • BasedonthechallengespresentedbythepopulationofstudentswithASDonyourcampus, wouldSocialProgrammingservicesbeapriority?Ifso,whatresourcesareavailableorwouldbe required?

20

Furtherconsiderationsforthedevelopmentofacomprehensiveprogram

If the needs and resources identified merit consideration of a comprehensive support program, the following areas will require serious discussion and development.

• Basedonthesizeandscopeoftheprogramyouareconsideringandtheresourceavailability,what policiesandproceduresmightyouconsiderforanAdmission Criteria and IntakeProcess? • Basedonthesizeandscopeoftheprogramyouareconsidering,whatresourcescanyou utilizeforProgram Staffingandwhattrainingandsupervisionwillberequiredtosupportthis model? • Basedonthesizeandscopeoftheprogramyouareconsidering,whatProgram Fundingsource canyoupursuetosupporttheinitiative? • Whatexternalresources(e.g.fundingagencies)mightbeavailabletosupportaprogramor it’sparticipants? • Basedonthemodelyoudevelopandthestakeholdersinyourprogram,howwillyouEvaluate Program Success?


21

NOTES

NOTES

22

References

Boyd,B.A.,&Shaw,E.(2010).AutismintheClassroom:AGroupofStudentsChanginginPopulationandPresentation.Preventing School Failure, 54(4), 211-219.

Brinckerhoff,L.C.(1994).Developingeffectiveself-advocacyskillsincollege-boundstudentswithlearningdisabilities. Intervention In School & Clinic, 29(4), 229.

CentersforDiseaseControlandPrevention.(CDC;2014).10ThingstoKnowAboutNewAutismData.Retrievedfrom:http://www.cdc.gov/features/dsautismdata/.

Gerhardt,P.F.,&Lainer,I.(2011).Addressingtheneedsofadolescentsandadultswithautism:Acrisisonthehorizon. Journal of Contemporary Psychotherapy, 41(1), 37-45.

Gilley,A.&Gilley,J.W.(2009).“FERPA:WhatdoFacultyKnow?WhatcanUniversitiesdo?College and University 82 (1), 17-26.

Parker,D.R.,&Boutelle,K.(2009).ExecutiveFunctionCoachingforCollegeStudentswithLearningDisabilitiesandADHD:ANewApproachforFosteringSelf-Determination.Learning Disabilities Research & Practice, 24(4), 204-215.

Rosenwasser,B.,&Axelrod,S.(2001).Thecontributionofappliedbehavioranalysistotheeducationofpeoplewithautism.Behavior Modification, 25(5), 671-677.

Stichter,J.P.,Herzog,M.J.,Visovsky,K.,Schmidt,C.,Randolph,J.,Schultz,T.,&Gage.N.(2010).SocialCompetenceInterventionforYouthwithAspergerSyndromeandHigh-functioningAutism:AnInitialInvestigation.Journal of Autism and Developmental Disorders, 40 (9), 1067-1079

Tager-Flusberg,H.(1999).APsychologicalApproachtoUnderstandingtheSocialandLanguageImpairmentsinAutism.International Review of Psychiatry, 11(4), 325-34.

Thomas,S.B.(2000).Collegestudentsanddisabilitylaw. Journal of Special Education, 33, 248–257.

Wehman,P.,Schall,C.,Carr,S.,Targett,P.,West,M.,&Cifu,G.(2014).Transitionfromschooltoadulthoodforyouthwithautismspectrumdisorder:Whatweknowandwhatweneedtoknow.Journal of Disability Policy Studies, 25(1), 30-40.

23

Pleasenote:Institutionaldatareflectsdatafrom2013-14academicyear.

Eastern University Private/Public:PrivateUndergraduatePopulation:2541

GraduatePopulation:1463

AverageSATscoresfornewlyadmittedfreshmen:1044

AverageACTscoresfornewlyadmittedfreshmen:22

Highestenrolledundergraduatemajors:Psychology,EarlyChildhoodEducation,SocialWork,

YouthMinistry,andManagement

PercentofenrolledUGstudentslivingoncampus:92%enteringstudents,73%returningstudents

PercentofenrolledUGstudentseligibleforPellGrants:47%

NumberofenrolledUGstudentsregisteredwithdisabilitysupportoffice:100

NumberofenrolledUGstudentsregisteredwithdisabilitysupportofficewithadocumentedASD:9

ProgramName:CollegeSuccessProgram(CSP)

ProgramHousedUnder:CushingCenterforCounselingandAcademicSupport

ProgramMission:TheCollegeSuccessProgramforStudentsLivingwithAutismSpectrumDisorder

providestargetedsupport,practicalknowledge,andculturalawarenesstostudentslivingwithAutism

SpectrumDisorderandtothecommunityofEasternUniversity.Themissionisconfirmedandcelebrated

whenstudentslivingwithAutismSpectrumDisorderhaveequalaccesstoanundergraduateeducation

intheCollegeofArtsandSciences,cansuccessfullyparticipateintheacademic,residential,andsocial

realmsoftheUniversity,andcanfulfillthegreatermissionofEasternUniversity.

YearInitiated:2012

ProgramEnrollment:6

LimitedNewAdmitsperYear:12

SourcesofFunding:ParticipantFees

Staffing:Onefulltimecoordinatorandoneparttimeadministrativeassistant.Twograduatementors

whoreceiveagranttocovertuition,room,andboard.Fourundergraduatementorswhoreceivea

stipend.

ProgramWebsite:http://www.eastern.edu/student-life/academic-support-counseling-and-disability-

services/college-success-program

Existing Comprehensive Program Models

24

Mercyhurst University

Private/Public:Private

UndergraduatePopulation:2680

GraduatePopulation:331



Highestenrolledundergraduatemajors:Business,IntelligenceStudies,SportsMedicine,CriminalJustice,

andEducation

PercentofenrolledUGstudentslivingoncampus:93%freshmen,68%ofallundergraduates




ProgramName:AspergerInitiativeatMercyhurst(AIM)ProgramHousedUnder:LearningDifferences

ProgramProgramMission:ThemissionofAIMistoeducatecollegestudentslivingwithanAutism

SpectrumDisorderinaprogramthatequallyemphasizesacademicandsocialcompetencytobuild

skillsforacademicandvocationalsuccess.

YearProgramInitiated:2008

ProgramEnrollment2013:22(21liveoncampus)

LimitedNewAdmitsperYear:6-9students

SourcesofFunding:Participantfees,institutionalfundingandotherfunding.

Staffing:1fulltimedirector,2parttimeuniversityemployees,and2studentworkers(paidand/orreceive

collegecredit).

ProgramWebsite:

http://www.mercyhurst.edu/admissions/learning%20differences%20program/asperger%20initiative


25

Rochester Institute of Technology

Private/Public:Private

UndergraduatePopulation:15,410GraduatePopulation:2,882



Highestenrolledundergraduatemajors:TwolargestcollegesbyenrollmentareGolisanoCollegeof

ComputingandKateGleasonCollegeofEngineering,whichofferavarietyofdegreesinfieldsof

ComputerandInformationSciences,aswellasEngineering

PercentofenrolledUGstudentslivingoncampus:95%offreshman,55%ofallundergraduates

PercentofenrolledUGstudentseligibleforPellGrants:30.6%(full-timefirst-timebachelordegree

seekingfreshmen)



ProgramName:SpectrumSupportProgram(SSP)

ProgramHousedUnder:StudentLearningSupportandAssessment

ProgramMission:ProvideservicetotheRITcommunityinordertosupportthesuccessofstudentson

theautismspectrum.Directsupportofstudentsontheautismspectrumacrossmajorsocialand

academicdomainsaswellasimpactcampusculturethroughtraining,advocacyandcollaboration

withcampuscommunity.

ProgramInitiated:2008

ProgramEnrollment2013:48

LimitedNewAdmitsperYear:NoLimit-Maylimitnewadmitsafterstartoffallterm

SourcesofFunding:ParticipantFeesandInstitutionalFunding

Staffing:1full-timedirector,graduatestudentsaspaidmentors,aswellascontractedadjunctsinthe

positionsofcasemanagers,EFcoaches,andseminarinstructors.

ProgramWebsite:http://www.rit.edu/studentaffairs/ssp/


26

Rutgers University—New Brunswick

Private/Public:Public

UndergraduatePopulation:33,901

GraduatePopulation:14,135

Verbal-581;Math-631;Writing-596

AverageSATscoresfornewlyadmittedfreshmen:Verbal:581;Math:631:Writing:596‘

AverageACTscoresfornewlyadmittedfreshmen:NotAvailable

Highestenrolledundergraduatemajors:BusinessManagement,Pharmacy,Nursing,Communications,

andBiologicalSciences.

PercentofenrolledUGstudentslivingoncampus:47.5%

PercentofenrolledUGstudentseligibleforPellGrants:9,810receivedPellgrantsinFall2013,30%


NumberofenrolledUGstudentsregisteredwithdisabilitysupportofficewithadocumentedASD:

Notavailable

ProgramName:CollegeSupportProgram(CSP)ProgramHousedUnder:RutgersHealthServices-

Counseling,AlcoholandOtherDrugAssistanceProgram&PsychiatricServices(CAPS)

ProgramMission:TheCollegeSupportProgramforStudentsontheAutismSpectrum(CSP)isdedicated

tohelpingstudentsdevelopskillsandstrategiestosuccessfullyparticipateinallareasofUniversitylife.

TheCSPisanintegrativeandcollaborativeprogramthathelpsstudentstoestablishandpursue

individualized,behaviorallytargetedgoalstosuccessfullynavigatechallengesfacedattheUniversity

level.UnderthedirectionofRutgersUniversity-HealthServices-Counseling,Alcohol&OtherDrug

AssistanceandPsychiatricServices(CAPS),theCollegeSupportProgramprovidescommunityeducation

topromoteaUniversityenvironmentthatisbothsupportiveandinclusive.

ProgramInitiated:2009ProgramEnrollment2013:11

LimitedNewAdmitsperYear:Variesdependingonresources

SourcesofFunding:ParticipantFeesandInstitutionalFunding

Staffing:Onefull-timeprogramcoordinatorandundergraduatevolunteermentors

ProgramWebsite:http://rhscaps.rutgers.edu/services/autism-spectrum-college-support-program


27


University of Tennessee at Chattanooga




AverageSATscoresfornewlyadmittedfreshmen:NotAvailable

AverageACTscoresfornewlyadmittedfreshmen:23.2

Highestenrolledundergraduatemajors:Chemistry,Engineering,Psychology,Health&Human

Performance,andEarlyChildhoodEducationPercentofenrolledUGstudentslivingoncampus:32%

PercentofenrolledUGstudentseligibleforPellGrants:NotAvailable



ProgramName:MoSAIC

ProgramHousedUnder:DisabilityResourceCenter

ProgramMission:MosaicProgramisaholisticprogramdesignedtosupport,educateandchallengethe

personalandacademicdevelopmentofcollegestudentswithAutismSpectrumDisorders.Through

developingastrongandacceptingcommunityinwhichstudentsareofferedstructure,studentsareen

couragedtolearntogether,supporteachother,andtakerisks,inthehopesofdevelopinghighly

qualifiedgraduateswhoarereadytoenterthecompetitiveworkforce.

ProgramImitated:2009ProgramEnrollment2013:39


SourcesofFunding:Participantfees,grantfunding,foundation/giftfunding,andfundraising

Staffing:Onefull-timedirectorofDisabilityServiceswhodevotespartialtimetotheprogram,

40studentworkers(receivecollegecredit/volunteer)

ProgramWebsite:http://www.utc.edu/disability-resource-center/mosaic.php

28


University of West Florida






Highestenrolledundergraduatemajors:NotAvailable

PercentofenrolledUGstudentslivingoncampus:20%

PercentofenrolledUGstudentseligibleforPellGrants:NotAvailable



ProgramName:AutismInclusionProgram(AIP)

ProgramHousedUnder:StudentDisabilityResourceCenter

ProgramMission:ToprovidethehighestlevelofsupporttocollegestudentswithAutisminaprogram

thatequallyemphasizesacademicandsocialcompetency.ThegoaloftheAIPistoenhancethecollege

experienceofUWFstudentswithAutismbyofferingprogramsthatsupportacademic,social,lifeskills,

andcareerpreparationwhilealsoservingasaplatformforsocialinvolvementinextracurricular

activities.

YearInitiated:2010

ProgramEnrollment2013:22(12residential)

LimitedNewAdmitsperYear:Nolimit

SourcesofFunding:Noofficialbudget

Staffing:DirectorofStudentDisabilityResourceCenterdenotesaportionoftimetoprogram,along

withagraduateassistant.

ProgramWebsite:http://uwf.edu/offices/case-management/autism-inclusion-program/autism-inclusion-program/

29


Western Kentucky University




AverageSATscoresfornewlyadmittedfreshmen:NotAvailable


Highestenrolledundergraduatemajors:ElementaryEducation,Nursing,Biology,Interdisciplinary

Studies,andManagement

PercentofenrolledUGstudentslivingoncampus:29%




ProgramName:CollegeandCircleofSupport

ProgramHousedUnder:KellyAutismProgram

ProgramMission:TheKellyAutismProgram’smissionistoprovideaneducational,socialandsupportive

environmentsothatindividualsdiagnosedwithAutismSpectrumDisordercanachievetheirpotential

asproductive,independent,andemployablecommunitycitizens.

YearImitated:2005ProgramEnrollment2013:41(40inresidentialhousing;1athome)


SourcesofFunding:Participantfees,grantfunding,andinstitutionalfunding.

Staffing:Threefull-timeemployees,threepart-timeemployees,and12studentworkers,whoare

paidand/orreceivecollegecredit.

ProgramWebsite:http://www.wku.edu/kellyautismprogram/collegeandcircleofsupport.php

30

RochesterInstituteofTechnology•OneLombMemorialDrive•Rochester,NewYork14623

SpectrumSupportProgram•CampusCenter,Suite2720

Phone:(585)475-6936•E-mail:[email protected]

December2014

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