An investigation of support programs for college students with high functioning autism or Asperger syndrome

Ford, Cristi

doi:10.32469/10355/7030

Cited by 5 publications

(29 citation statements)

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“…Although program participants have exalted the benefits of these services in the popular media and on the Internet, there is a paucity of empirical research that has examined the characteristics, goals, and outcomes of these programs. Ford (2009) contributed to the growing body of literature by examining the structures, components, and service-delivery models of an institution-based and for-profit support program for postsecondary students with HF ASD. The study resulted in the construction of two logic models that could be adapted by other programs for the use of building a program and the subsequent evaluation of that program.…”

Section: Discussionmentioning

confidence: 99%

“…Many of these programs charge fees in addition to the cost of tuition and housing. To date, there is a dearth of program evaluation studies examining HF ASD support programs (Ford, 2009).…”

Section: Institutional Response To the Increasing Enrollment Of Studementioning

confidence: 99%

“…To date, the literature examining the evaluation of postsecondary support programs consists of a single study. Ford (2009) semesters. The chapter begins with a description of the participants, and then it outlines the research design that was used in this study, including the data sources, data collection procedures, and data analysis methods.…”

Section: Summary Of the Literature Reviewmentioning

confidence: 99%

“…In addition to different clinical presentations of ASD, each member of the fall 2012 cohort presented with variation in such factors as special education programming in high school, postsecondary experience, comorbid diagnoses, living situations, course of study, and support systems. To provide participants the supports they needed, ASSP staff followed best practice and tailored the program to meet the need of each participant (Ford, 2009).…”

Section: Collaborate With Participant To Set Semester Goals and Matchmentioning

confidence: 99%

“…Rationale. Programs similar to ASSP offer weekly meetings with case managers (Ford, 2009). The staff decided that a weekly check-in meeting was proactive and would provide an opportunity to assess any difficulties participants might experience with time management, social situations, or academics.…”

Section: Educational Coaches Will Meet With Participants Individuallymentioning

confidence: 99%

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A formative program evaluation of a postsecondary support program for students with high functioning autism spectrum disorder

Wise¹

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Kristen Missallii To Brett and Aaron. You are my heroes.the program, making tables, formatting, and editing.To my dear friend Terese Jurgensen, thank you for after-work meetings at Whiteys, for the Las Vegas adventure, and for saving my life.Adam and Katherine, the two of you are my finest accomplishments in life. Always remember that education is a lifelong process and knowledge is something that no one can ever take away from you.To the twins, Mom and Ilene: thank you for taking care of me when I was ill, watching Adam, tailoring my clothes, listening to me vent, and everything else. iv ABSTRACT Adults with a diagnosis of High Functioning Autism Spectrum Disorder (HF ASD) are becoming a significant presence on college campuses across the United States. A number of colleges have created programs to provide services to support accommodations for these students under the Americans with Disabilities Act (ADA); the first was created in 2002. The creation of these programs does not guarantee success. The use of the logic model in the formative evaluation process has been found to be a key foundation for the establishment of an effective program. The logic model provides a visual representation of the defined problem, the resources and services, and the data sources which provide documentation of service delivery and the intended outcomes of the program. This study is a formative evaluation that uses a logic model approach conducted during the second year of an Autism Spectrum Support Program. This study analyzed data generated by 25 adult participants (20 male, 5 female) between the ages of 18 and 30 with a diagnosis of HF ASD to determine what changes to the program were required. The logic model served a dual purpose in this evaluation. First, it provided a visual representation of the services provided. Second, it served as a template for the organization of the program data. Methodological problems, suggested program changes, and future research directions are discussed. v PUBLIC ABSTRACT Adults with a diagnosis of High Functioning Autism Spectrum Disorder (HF ASD) are becoming a significant presence on college campuses across the United States. A number of colleges have created programs to provide services to support accommodations for these students under the Americans with Disabilities Act (ADA); the first was created in 2002. The creation of these programs does not guarantee success. The use of the logic model in the formative evaluation process has been found to be a key foundation for the establishment of an effective program. The logic model provides a visual representation of the defined problem, the resources and services, and the data sources which provide documentation of service delivery and the intended outcomes of the program. This study is a formative evaluation that uses a logic model approach conducted during the second year of an Autism Spectrum Support Program. This study analyzed data generated by 25 adult participants (20 male, 5 female) between the ages of 18 and 30 with a diagnosis of HF AS...

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Section: Discussionmentioning

confidence: 99%

“…Many of these programs charge fees in addition to the cost of tuition and housing. To date, there is a dearth of program evaluation studies examining HF ASD support programs (Ford, 2009).…”

Section: Institutional Response To the Increasing Enrollment Of Studementioning

confidence: 99%

Section: Summary Of the Literature Reviewmentioning

confidence: 99%

Section: Collaborate With Participant To Set Semester Goals and Matchmentioning

confidence: 99%

Section: Educational Coaches Will Meet With Participants Individuallymentioning

confidence: 99%

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A formative program evaluation of a postsecondary support program for students with high functioning autism spectrum disorder

Wise¹

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Work-Related Communication Barriers for Individuals with Autism: A Pilot Qualitative Study

McKnight-Lizotte

2018

The Australian Journal of Rehabilitation Counselling

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This study identified situations where communication was a barrier to employment for adults with autism spectrum disorders (ASD). Informant interviewees were six college graduates with ASD who have been employed for one year. Following the qualitative inductive analysis, five communication-related themes emerged: (1) job interviewing success, (2) negotiating co-worker interactions, (3) supervisory interactions, instruction, and feedback, (4) handling customer intercommunication, and (5) communication-oriented coping strategies. Participants were relatively more successful in communication coping strategies and supervisory interaction compared to difficulties with job interviewing and co-worker interactions. Vocational rehabilitation counsellors assisting clients with ASD should prioritize job interview communication skills and social skill education specific to appropriate interactions with co-workers and supervisors utilizing role play, social skill training, and job coaching.

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College-Based Support Programs for Students With Autism

Viezel

Williams

Dotson

2020

Focus Autism Other Dev Disabl

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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.

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An investigation of support programs for college students with high functioning autism or Asperger syndrome

Cited by 5 publications

References 0 publications

A formative program evaluation of a postsecondary support program for students with high functioning autism spectrum disorder

A formative program evaluation of a postsecondary support program for students with high functioning autism spectrum disorder

Work-Related Communication Barriers for Individuals with Autism: A Pilot Qualitative Study

College-Based Support Programs for Students With Autism

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