Rethinking Transitions in
Higher Education:
Interventions for Students with
Autism Spectrum Disorders
(ASD)
Presenters: Lauren M. Kelley, Ph.D. &
Brittany C. Joseph, M.Ed.
Who We Are…


Lauren Kelley, Ph.D.

Email: laurenkelley0523@gmail.com

Webpage: laurenkelley.org

Education Consultant
Brittany Joseph, M.Ed.

Instructor at Bowling Green State University

Email: bjoseph@bgsu.edu

Business email: asdeduadvocates@gmail.com
Overview & Session Objectives
Section I
① Define Autism Spectrum Disorders (ASD) and
the common challenges.
② Explore the prevalence of ASD and its impact.
③ Engage in open dialogue about experiences
with students with ASD.
④ Discuss
how to better understand students and
meet their diverse needs in the classroom and
on campus.
⑤ Analyze institutional infrastructure and financial
and human resources for supporting students.
Overview & Session Objectives,
cont.
Section II
① Explore interventions and teaching strategies.
② Analyze different types of interventions and
discover new interventions.
③ Explore orientation components for students.
④ Explore textbook and course outline
suggestions.
⑤ Explore
current trends, tools, and strategies
related to institutional resources (financial and
human).
① The definition for the disorder
continues to change
② Center for Disease Control &
Prevention (CDC) is currently reporting
that 1 in 88 children are being
diagnosed with ASD
③ Media and ASD
④ Cuts in education
① The most recent federal data reveals
that more than ______US
undergraduates have a disability on
campus.
② __% are students with autism spectrum
disorders; 79% have been diagnosed
with ADHD.
What do statistics reveal about
students with ASD?
① _____children with autism will turn 18
this year, and within two years of high
school, less than _ of those will have
paying jobs.
② Projections predict there will be ______
adults over 22 years old with an ASD in
____
What do statistics reveal about
students with ASD?
① Underemployed or unemployed adults
with ASD are brought into the welfare
and social service systems.
② Burden on their families, on insurance
companies, and on federal and state
social services.
What are the consequences of
ignoring this issue?
like?


Social situations and interactions are
awkward/difficult

Social anxiety, lack of eye contact, easily
frustrated

Lack of self-advocacy skills

Extremely intelligent and talented

Yearn for a structured learning environment
Easily distracted

Time management and focus issues

Desire to fit in socially; lack understanding of
①Did any of those characteristics resonate
with you?
②Did the student disclose?
③How was the student received by other
students?
Supportive Learning Environments

Students with ASD may experience challenges
by simply being in the classroom as a result of
sensory challenges

Students may have “hypersensitivity to stimuli”:

Sights

Sounds

Smells

Classroom lighting (fluorescent)
Exists in the forms of:
①Visual
②Auditory
③Tactile
④Vestibular
⑤Taste
⑥Smell
Let’s talk about it:
①Did you recognize it?
②Did you know what to do?
③What did you do?
④How did others around the student
stimming react?
① Including information in your syllabus
about disability services
② Discussions in class about disability
services
③ Creating a comfortable environment
where students are encouraged to
disclose
④ Laying ground rules for tolerance and
Creating Supportive Environments

Relationship building on Day One

Regular interaction/Transition the student (HO)


Pivotal response training

Social stories

Assignments with clear instructions

Explanation of assignment purpose and
benefits

Use of peer mentors
Structure your learning environment
Creating Supportive Environments
Relationship Building with Parents

The role of the parent in college

FERPA


Parents can communicate with school officials
if:

A FERPA waiver is signed by the student

A health/safety concern exists
Guardianship
Campus
Financial & Human Resources
Pooling Resources

Departmental Collaboration

Administrators, faculty, staff, and students

Institutional commitment

President’s Office

Provost’s Office

Faculty unions/senate

Disability Services

Academic Affairs

Student Affairs

Student Activities
Financial & Human Support Resources

Peer support structure

Supportive faculty

Supportive advisors

Supportive administrators

Cooperative Public Safety Office

Cooperative Disability Services Office

Mental Health Services

Designated quiet and safe spaces
Parents
Counselors
Therapists
Faculty
Peers
Disability
Services
ASD
Student
Student Conduct
Office
Peer Mentor
College Staff
Advisors
• Orientation
sessions
• Guided campus
tours
• Alignment with
assigned peer
mentor
• Support team
meetings
Summer
Orientation
Registration &
Transition Plan
• Register for
semester
• Introduction to
faculty and advisors
• Build transition
plan for semester
• Support for ASD
students as they
transition into
college life
First Year
Experience
Course
Supportive Faculty


Incorporating Universal Design for Learning
(UDL)

Multiple means of access

Multiple means of presentation

Multiple means of engagement
Group work


Cooperative and collaborative learning
Cited from: http://youtu.be/kt-TOt9vqJk
Pulling It All Together

ASD Awareness/Identifying Students

Institutional commitment/Professional
Development

Financial & Human Resources

Supportive Learning Environments

Multiple Means of Engagement in the Classroom

Peer Mentorship/Structured & Innovative
Learning

Supportive Teams for Students
Questions/Comments
E-book —
Advocacy for Autism Spectrum
Disorders in College:
A Guide for Students, Faculty,
and Student Services Personnel
Coming soon!!!!!!!