Classroom Needs of Community College Students with Asperger's Disorder and Autism Spectrum Disorders

Gobbo, Ken; Shmulsky, Solvegi

doi:10.1080/10668920903381813

Cited by 33 publications

(28 citation statements)

References 2 publications

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“…Sal took the initiative to reach out to students with ASD to prepare them in advance. This idea is consistent with a recommendation in an article by Gobbo and Shmulsky (2012).…”

Section: The Impact Of Facultysupporting

confidence: 92%

“…Brooke's suggestion to designate roles for group projects lines up with a suggestion made in a study by Gobbo and Shmulsky (2012). In the article, the authors discussed the importance of clearly describing or modeling the group process as well as assigning roles as a way to promote appropriate social interactions.…”

Section: Verbal Communication Differences a Study Bymentioning

confidence: 99%

“…This finding is definitely something faculty should consider since McKeon et al (2013) discovered in their study that approximately 85% of faculty observed atypical behavior from students with disabilities, including students with ASD, either "occasionally" or "frequently" as noted on a survey. Gobbo and Shmulsky (2012) suggested addressing inappropriate behavior and directing the student to a replacement behavior instead. If needed, the professor can create a cue system with the student to issue reminders about adjusting a particular behavior.…”

Section: Peer To Peer Interactionsmentioning

confidence: 99%

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Increasing the Persistence of Students with Autism Spectrum Disorder in Higher Education Settings

Rodriguez

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Students with autism spectrum disorder (ASD) who transition to higher education environments vary in their level of skills when engaging in social activities. Current research is limited about supporting college students with ASD socially in the classroom. The purpose of this qualitative study was to investigate the perceptions of faculty regarding the social skills support needs of students with ASD in classroom settings that can influence the level of achievement of academic goals in postsecondary environments. Seven faculty members from a comprehensive public university in the west participated in a qualitative interview. The results of this study showed that participants had varying perceptions about the characteristics of ASD, the strategies used by the participants were often based on neurotypical assumptions about behavior when there was a reduced knowledge base about ASD, and participants felt limited in their ability to address the social skills support needs of students with ASD directly. The outcomes of this study contribute to the paucity of research regarding the perspectives of faculty who have a wide range of knowledge, skills, and experience related to ASD, and the perceptions of faculty regarding how to support the social skills needs of this population of students in classroom environments specifically. Implications for institutional policy and practice and suggestions for further research conclude the study. v ACKNOWLEDGMENTS This thesis is dedicated to my family for their consistent support throughout my academic journey. I would like to extend my deepest gratitude to my thesis chair, Dr. Jason Laker, for the time and effort he has invested in me throughout the entire process of this project. I am truly thankful to Dr. Lorri Capizzi and Dr. Wei-Chien Lee for their dedication and support of my growth as a researcher through serving on the committee. Also, I would like to express my sincere appreciation to Ms. Jimma Cortes-Smith and Dr. Kell Fujimoto for their encouragement and guidance in the beginning stages of my thesis. This experience has helped me grow significantly both personally and professionally. I am glad that I had this opportunity as part of my graduate school experience. vi

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“…Sal took the initiative to reach out to students with ASD to prepare them in advance. This idea is consistent with a recommendation in an article by Gobbo and Shmulsky (2012).…”

Section: The Impact Of Facultysupporting

confidence: 92%

Section: Verbal Communication Differences a Study Bymentioning

confidence: 99%

Section: Peer To Peer Interactionsmentioning

confidence: 99%

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Increasing the Persistence of Students with Autism Spectrum Disorder in Higher Education Settings

Rodriguez

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“…Receiving appropriate support in school to facilitate learning can be essential for many students with neuropsychiatric disabilities to acquire the skills and competencies required for greater academic success, considered a prerequisite for qualifying and pursuing further education and participation in work and community (Gobbo & Shmulsky, 2012;Hendricks & Wehman, 2009;VanBergeijk, Klin & Volkmar, 2008). Research into ADHD in adolescents has primarily focused on the use of medication and behaviour treatments aiming to improve behaviour as interventions for students with ADHD, particularly a combination of the two (Miranda , Jarque & Tarraga, 2006;Raggi & Chronis, 2006), as this is the predominant choice of intervention for this age group (Young & Amarasinghe, 2010).…”

Section: Students With Neuropsychiatric Disabilities and Support In Smentioning

confidence: 99%

Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities

Baric¹

2016

Linköping University Medical Dissertations

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“…That is, in their specific way of processing information related to perceptual and cognitive variables, people with AS typically exhibit literality in perception, deficits in inductive thinking, and also deficits in establishing connections between external inputs and intrinsic information. This particular processing (reception, encoding, and response) of information makes it completely necessary to inform an educational process adapted to their needs and to ease access for these people to general studies and university studies, in particular (Alquraini & Gut, 2012;Gobbo & Shmulsky, 2012, 2014Kite, Tyson, & Gullifer, 2011;McCrimmon, Schwean, Saklofske, Montgomery, & Brady, 2012;Minihan, Kinsella, & Honan, 2011;Ojea, 2008;Price, Shiffran, & Kerns, 2012;Stephenson, O'Neill, & Carter, 2012;Werner & Grayzman, 2011;Whitburn, 2013). With the intention of facilitating an adapted educational process, policy is needed for an inclusive education.…”

Section: Introductionmentioning

confidence: 99%

Predictability of Psychopedagogical Variables Related to User Satisfaction Level When Including Students With Asperger Syndrome at University

Rúa

García

2016

Comprehensive Psychology

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In this study, we present research intended to establish the predictive variables related to satisfaction among different members of the educational community when including students with Asperger syndrome (AS) in the university system. This international study takes into account the opinions of students with AS who are at university as well as their families and the teaching staff directly involved in their learning process (N ¼ 83). The results obtained through an ad hoc questionnaire indicate that both curricular and organizational pedagogical factors were predictive of the satisfaction of the students with AS in higher education.

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Classroom Needs of Community College Students with Asperger's Disorder and Autism Spectrum Disorders

Cited by 33 publications

References 2 publications

Increasing the Persistence of Students with Autism Spectrum Disorder in Higher Education Settings

Increasing the Persistence of Students with Autism Spectrum Disorder in Higher Education Settings

Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities

Predictability of Psychopedagogical Variables Related to User Satisfaction Level When Including Students With Asperger Syndrome at University

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