Opportunities for
Postsecondary Success
for College Students with Intellectual
Disabilities
AHEAD Conference
July 15, 2011
Cathy Schelly, M.Ed., OTR/L; Assistant Professor
Director, Center for Community Partnerships
PI, OPS Project
Julia Kothe, M.Ed.
Assistant Director, Center for Community Partnerships
Self-Advocacy Coordinator
Project
Opportunities for Postsecondary Success
Who we are…
Center for Community Partnerships —
a service and outreach arm of the
Department of Occupational Therapy at
Colorado State University
…Supporting the inherent dignity,
potential and full participation
of all people.
DOE, OPE-Funded Program
Focus Areas

Opportunities for Postsecondary
Success (OPS) — student supports

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Student Self-Advocacy leading to success for
students with ASD
UDL, AT and SA instruction and technical
assistance
Program evaluation, dissemination, replication
Universal Design for Learning:
3 Principles
1. Instructors represent information and
concepts in multiple ways (and in a
variety of formats).
2. Students are given multiple ways to
express their comprehension and
mastery of a topic.
3. Students engage with new ideas and
information in multiple ways.
Represent

Graphic of merging UDL and SA
Till the cows come home…
Instructors can implement UDL and best teaching practices
until the cows come home...
But until students become
aware of how they learn,
what they need to be
successful in the college
environment, and how
to put strategies and
resources in place to
promote success—until
they become self-advocates—
we’re only half-way to our goal.
Self-Advocacy

“Self-advocacy is the ability to
understand one’s own needs
and effectively communicate those
needs to others.”*
OPS Self-Advocacy
Definition*

Knowing yourself


Knowing what you need and want


Strengths, interests, challenges
Available resources, accommodations
Knowing how to get what you need and
want

Taking action
Self-Advocacy Skill Development
for Postsecondary Success
Why Promote Self-Advocacy?

Academic Persistence!

Self-advocacy is a key predictor of
student success. Strong self-advocates
(self-responsible learners) tend to
experience greater academic
satisfaction, higher grades, and have an
increased level of ability to succeed in
college and in life.*
1
The problem…
“Too many students with disabilities
exit high school with limited selfdetermination and self-advocacy skills
because school and parents assume
responsibility for advocating for
educational needs rather than fostering
the development of these skills in
students.”*
Differences between high school
and college/university
High School (IDEA)
College (504 and ADA)
Class sizes are usually small
Class sizes may be large
Students receive reminders and
support for assignments
Students expected to complete their
work independently
Child Find
Student must take initiative to seek
out accommodations
Indiv. Education Plans (IEPs)
Self-advocacy
Students’ time is managed for them
Time management skills needed
Teachers are available for assistance
and questions during and after class
Professors are available during office
hours
The solution...
UDL + Self-Advocacy = ACCESS

Inclusive instruction through UDL
implementation makes learning accessible to all
students.

Becoming an effective self-advocate is critical
for success in postsecondary education – for all
students, and especially those with ASD!

Self-advocacy skill development is the
foundation of support strategies for students
with ID, including ASD and TBI/ABI!
ACCESS Leads to Questions
and Program Development

Who are the students who are ‘falling through
the cracks?’ Why are they struggling?

How can we best support high-risk students
with ID (including ASD and TBI) to promote
success in achieving their postsecondary
dreams?

Office of Postsecondary Education provided
the potential answer to our questions.
Transition Program Funding
Priority

Authorized by Higher Education
Opportunities Act (HEOA)
Reauthorization in 2008 (PL 110-315)

IHEs funded to develop comprehensive
transition and postsecondary programs
for students with disabilities that impact
their cognitive functioning
Transition Program Funding
Priority

HEOA focus:


Students with learning/academic functioning
impairments, characterized by significant
limitations in cognitive functioning and/or
adaptive behavior as expressed in conceptual,
social, and/or practical adaptive skills, including
students with ASD
Addressing a need identified at CSU,
FRCC, PSD and beyond
OPS supports and services –
enhanced program

OPS focuses on supporting successful
postsecondary transition outcomes for
students with disabilities who need
additional support above and beyond
academic accommodations provided
through the Resources for Disabled
Students Office at Colorado State
University.
What types of services?

Weekly goal-setting and strategizing meetings with a Transition
Coordinator and/or a Peer Mentor

Individualized assessment for identification of challenges, needs,
strengths, interests and goals

Connecting students to campus resources

Identifying and implementing compensatory strategies and/or
accommodations that promote self-advocacy and academic and
campus life success

Modeling and practicing of social and interpersonal skills as needed

Critical skill development - time management, organization,
communication, problem-solving, decision making, stress
management, study and test taking skills, career path planning,
recreation resources, etc.
Center for Community Partnerships
Implementing OPS

CCP partnering with:

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

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

OT faculty
CSU Assistive Technology Resource Center
CSU Student Disability Office
Student Affairs
Residential Life
Local Community College
Colorado School Districts
Developmental Disability System (CCB)
Division of Vocational Rehabilitation
City Adaptive Recreation Program
OPS Goals

Transition supports, with a SA focus

Transition Coordination

Peer Mentoring

UDL, AT, and SA training and technical
assistance

Evaluation of program outcomes
Who are the students
‘falling through the cracks’
of higher education?
TBI Facts

Who is at highest risk for TBI?

Males are about 1.5 times as likely as females to
sustain a TBI.

The two age groups at highest risk for TBI are 0 to 4
year olds and 15 to 19 year olds.

Certain military duties (e.g., paratrooper) increase
the risk of sustaining a TBI.

African Americans have the highest death rate from
TBI.
The Brain Injury Alliance of Colorado, June, 2011
BI Facts

The leading causes of BI are:

Falls (28%)

Motor vehicle-traffic crashes (20%)

Struck by/against (19%)

Assaults (11%)

Blasts are a leading cause of TBI for active duty military
personnel in war zones.

Illness, cancer, stroke, congenital conditions, etc. (ABI)
The Brain Injury Alliance of Colorado, June, 2011
Possible Physical Changes
Following BI

Fatigue – longest residual
symptom

Motor speed and
coordination, balance



Depression

Sleep disruption

Appetite, diet, exercise
changes

Bladder, bowel control

Regulation of body
temperature

Medication side effects
Sensory/perception
Slowed, slurred speech

Seizures

Paralysis, spasticity

Pain
Possible Cognitive Changes
Following BI
Difficulties with:


Problem solving, word finding

Variable abilities/performance
Initiation, sequencing, followthru, self monitoring

New learning, abstract principles

Receptive, expressive language

Attention, concentration

Mental processing

Short term memory
(fatigue, time of day, stress,
overstimulation…)

Adapting to changes in life

Organization, planning, time
management

Impulsivity, impaired judgment,
safety awareness

Multi-step directions
Possible Social-Behavioral
Changes Following BI
Difficulties with:

Personality changes

Emotional regulation

Self-awareness

Depression, lethargy, stress,
withdrawal

Impulse control, distractibility

Lack of inhibition, inappropriate
behaviors

Interpretation of social cues
(facial, verbal, sarcasm, figures
of speech…)

Awareness of others

Self concept/esteem – “I just
want to be like I was before!”

Inflexible thinking

Anxiety, irritability, aggression  Dependency – other people,
drugs, alcohol
BI Scenario
Josh is referred to the OPS program as a
sophomore because he is experiencing
difficulties with his ichthyology and wildlife
management classes. He experienced a brain
injury when he was in elementary school and
as a result, has short-term memory challenges,
takes medication for headaches every night,
becomes fatigued after an hour and half of
studying, and has poor balance.
Upon meeting with Josh you
find out the following:

He did well in high school and maintained a 3.0 as a freshman
in college.

He looked into assistive technology accommodations, but never
followed through.

He is getting a D in his ichthyology and wildlife management
classes.

He has not met with the professors of these two classes.

He is embarrassed by his disability and doesn’t want other
students to find out about his brain injury. He described a
situation with his ichthyology class when the class was
collecting samples from a stream. Several times he almost fell
into the water due to his unstable balance.

He is lonely and feels isolated.
Recommendations?

What recommendations do you have
for this student? What are we hoping
to accomplish? Is it just academic
support that this student needs?

Support from the Transition
Coordinator?

Support from the Student Mentor?
Taking a close look at the
college student with ASD

Coming to universities and colleges in record numbers

IEPs in high school (or 504 plans)

High functioning re: academic skills

Potential difficulties with activities of daily living,
relationships, socialization

IHEs feeling sense of urgency in determining how to
best support these students

Through OPS, we are develop support strategies as
well as institutional accommodations to address the
needs of this growing student population!
Strengths that students with
ASD may have*

Cognitive abilities similar to neurotypical or gifted
individuals

Excellent vocabulary, strong verbal skills

Focused, diligent

Honest to a fault

Strong desire to excel

Creative, unique ways of thinking

Passionate about unique interests

Concrete literal
Challenges that students
with ASD may experience1

Difficulty with change, transitions

Poor ability to read/learn unwritten rules and procedures

Frequent situational anxiety

Difficulty with communication, relationships, reciprocal
social interaction including body language, eye contact,
and spatial awareness. (e.g. roommates, classmates,
group assignments, class presentations)

Presence of stereotyped behavior, interests or activities

Sensory processing disorders2

Concrete literal
Very
ConcreteLiteral
Possible areas of confusion

What is the difference between three
and four credits?

What does it mean to add/drop a course
vs. withdraw from a course?

What are the unwritten rules?

Why can’t I keep texting my roommate?

What do I do with the assignment when I’m
finished?

What am I supposed to do when a class
is cancelled?
ASD Scenario
In the second semester of her freshman
year, Sally, a student with Asperger’s, is
referred to the OPS program because she is
experiencing a lot of anxiety and is
struggling academically. She is especially
worried about her grade in Chemistry.
Upon Meeting Sally you find
out the following:

She did well in high school.

She took engineering classes first semester on a pass/fail basis
and passed these classes.

She has not been attending her Chemistry class or lab.

At the beginning of the semester she had a university conduct
hearing for stalking behaviors.

She is worried that she will be kicked out of school.

She is also worried that her family will stop supporting her.

She is connected with the disability service office and a
university case manager.

She would like to have a boyfriend.
Recommendations?

What recommendations do you have
for this student? What are we hoping
to accomplish? Is it just academic
support that this student needs?

Support from the Transition
Coordinator?

Support from the Student Mentor?
If you know a student
with BI or ASD…
…you know a
student with BI or
ASD!
Addressing Problem Areas

Organization

Selecting Courses

Social Life

Living in the Residence Halls

Daily Living

Prepare in Advance

Sensory Issues

Self-advocacy
Addressing Problem Areas
Supports for eligible HS students who
are headed to college/university

Transition Coordinators/Peer Mentors
assist with:





Connection and familiarization with campus
locations and resources (individualized)
Introduction to residence hall, RA – identification
of residential support needs
Learning the ropes: signing up for classes,
understanding add/drop/withdrawal rules,
course management system
Development of compensatory strategies
Development of self-advocacy skills
Supports for eligible college
students

Transition Coordinators/Peer Mentors
assist with:








Development of relationship/friendship with
roommate, classmates
Socialization guidance, role playing
Development of skills for group assignments
Identification of ‘triggers’ – coming up with crisis
management strategies
Connection to recreation, activities
Career exploration
Development of compensatory strategies
Development of self-advocacy skills
Finding, Getting and Keeping
a Job: An OPS Focus Area

Preparing for an internship interview

Shaking hands properly

Looking and acting professional

Eye contact

Hygiene

Research company in advance

Positive answers to boilerplate questions…
Tell me
about your
strengths…
What to say,
what not to say…
Describe how you are as a
team player
a. Teams are kind of bad. Sometimes people
don’t know what they’re doing. Sometimes
everyone is working on the same thing. And
sometimes one person does all the work.
b. I have been on many teams, working on group
assignments in some of my classes. I do well
on teams when I know what my role is – then I
can get my part done and contribute to the
team effort.
c. I’d rather work by myself.
d. Teams are not my favorite thing, but I’ll be on a
team if I have to.
Why should we hire you?
a. I have taken numerous courses in topics that
relate to your business and received a good
grade in all of those courses.
b. I am guessing that I am the smartest applicant.
c.
Because I read about this stuff for fun.
I love it. This is what I do, what I think, what I
know. I love it.
d. Because I turned in my application on time and
now I’m here for the interview.
How can we establish and document
measurable goals with college
students?
Why establish measurable goals?





Accountability
To determine if intervention is effective
To make improvements in services based on data
To allow students to realize that improvements are
occurring
To prove that these students CAN be successful as
college students, with the right supports in place!
How can we establish and measure goal
attainment? Goal Attainment Scaling
Goal Attainment Scaling

Goal attainment scaling (GAS) is an
individualized approach for measuring the
achievement of goals (King et al., 1999).

GAS was originally developed to assess
adults in a community mental health
setting, but has since been applied to
numerous practice areas, including
education, health, and social work
(MacKay, Somerville, & Lundie, 1996).
Original goal attainment scaling
method

The original GAS scale uses a 5-point scale, ranging
from -2 to +2, with zero representing the expected
level of performance after intervention.
Levels
Kiresuk, Smith, & Cardillo (1994)
-2
Much less than expected outcome
-1
Somewhat less than expected outcome
0
Projected level of performance
+1
Somewhat more than expected outcome
+2
Much more than expected outcome
Applying GAS in practice
Involves…
1.
Identifying the overall objective
2.
Identifying the specific problem areas that should be
addressed
3.
Specifically identifying the behaviors or events that will
indicate improvement in each area
4.
Determining the methodology that will be used to collect
the desired information
5.
Identifying outcomes for scaling
6.
Determining the client’s current status and how progress
will be documented
What is the overall
objective?

Set the expected level of outcome or the
desired goal to be attained by the
student, as well as the timeframe for
goal attainment

Goals should be:

Student driven

Realistic
What are the specific
problem areas?

This requires prioritizing areas of concern and formulating goals
that are SMART

When goals are prioritized they are also given a weight, which is
used to convert the scale score into a standard score
What are SMART goals?
Specific= a specific goal has a
much greater chance of being
achieved. It is the who, what,
where, when, which, and why of
the goal.
Measurable=establish concrete
criteria for measuring progress.
Attainable=help client’ set goals
that are meaningful to them and
that they want to achieve.
Relevant=a goal must represent
an objective toward which you
are both willing and able to
work.
Time-specific=a goal should be
grounded within a time-frame.
Tips for scaling goals…

Select the expected level of performance

Identify the least favorable outcome and
the most favorable outcome

Identify the intermediate levels of
performance

Set goals that are SMART

Establish a scale with measurable
intervals
GAS example
Goal Area: Career exploration
Current level of attainment
0 Baseline: Has no idea of what
field/career to pursue.
Much less than expected
1 Has not chosen any preferred
fields, but has done exploration
Somewhat less than expected
2 One or more fields chosen, but no
planning
Expected level of outcome
3 Selected one or more fields with
plans for achieving at least one
Somewhat more than expected 4 Has followed through with a plan
Much more than expected
5 Acquired internship or job in a
selected field or related area
Goal Attainment Scaling
Exercise

Establishing SMART goals for
Josh

Establishing SMART goals for
Sally
Josh
Goal Area:
Current level of attainment
0 Baseline:
Much less than expected
1
Somewhat less than expected
2
Expected level of outcome
3
Somewhat more than expected 4
Much more than expected
5
Sally
Goal Area:
Current level of attainment
0 Baseline:
Much less than expected
1
Somewhat less than expected
2
Expected level of outcome
3
Somewhat more than expected 4
Much more than expected
5
Advantages of using GAS with the
OPS project

Provides a quantitative measure of outcome

Can be used to compare a student’s progress over
time

Can be used to compare performances across
students in the same program (Ottenbacher &
Cusick, 1989).

Allows for a collaborative approach-working with the
student to set realistic goals

Provides flexibility for measuring diverse outcomes
(Brown, 2009).
Limitations of GAS

It is important to be aware of the potential
limitations prior to implementation

Scaling can be a time-consuming process

Biases can occur in goal setting, scaling,
and rating

Temptation to modify goals throughout
the course of intervention
Conclusion

As educators, it is our responsibility to
support and empower students with
disabilities who are coming to college,
seeking employment, pursuing their
dreams…

With the supports we are providing these
students, we are facilitating their…

…opportunities for postsecondary success
Self-Advocacy Resources
accessproject.colostate.edu
ccp.colostate.edu

UDL Modules


Universally designed Word, PowerPoint, HTML and
PDF
SA Resources



Disability Information for Faculty
SA Handbook for College Students with Disabilities
(helpful information for students, parents, secondary
education teachers and counselors, university faculty)
Transition Checklist
Thank you!
Cathy Schelly
catherine.schelly@colostate.edu
970-491-0225
Julia Kothe
julia.kothe@colostate.edu
970-491-3469
References
Barnhill, Hagiwara, Myles & Simpson (2000). Asperger syndrome:
A study of the cognitive profiles of 37 children and
adolescents. Forum on Autism and Other Developmental
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Burgstahler & Cory (2008). Universal design in higher education:
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Field, Sarver & Shaw (2003). Self-Determination: A Key to Success in
Postsecondary Education for Students with Learning
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Glennon (2001). The stress of the university experience for
students with Asperger Syndrome. Work, 17, 183-190.
References
Izzo & Lamb (2002). Self-determination and career development: Skills
for successful transition to postsecondary education and
employment. A white paper for the Post-School Outcomes
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http://www.ncset.hawaii.edu/Publications/
King, G.A., McDougal, J., Palisano, R.J., Gritzan, J., & Tucker, M.A. (1999).
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Erlbaum Associates.
Lotkowski, Robbins, Noeth (2004) The Role of Academic and Nonacademic Factors in Improving College Retention. ACT Policy
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References
Mailloux, Z., May-Benson, T.A., Summers, C.A., Miller, L.J., BrettGreen, B., Burke, J.P., et al. (2007). The Issue Is-Goal Attainment
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References
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References
Tinto, V. (1993). Leaving college: Rethinking the cause and cures of
student attrition. Chicago: University of Chicago.
Turner-Stokes, L. & Williams, H. (2010). Goal attainment scaling: a
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VanBergeijk, E., Klin, A., & Volkmar, F. (2008). Supporting more able
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