Common service models
Types of ASD programs
Services that may be available
Providers
Clinical focus
Counseling, groups, supported living and transportation
Therapists, psychologists, or students. Some are off-campus residential programs with college as an add-on. Often expensive
Social skills focus
Peer or other mentors, social skills groups, social programming (activities)
Professors, graduate students, disability services
Academic skills
Academic coaching, special courses, tutors
Disability services offices, tutoring centers, outside agencies. Often fee-based
Research-based
Treatment, testing, support
Researchers and students
Mixed models
One or more of the above
Often fee-based, often external agencies to the college
Often, college students with ASD need additional services that are offered by these special programs and in some cases services are also offered by disability services or other student support organizations. Some programs are located within a larger campus, and others are separated from the campus, or are not tied to a specific campus at all, but offer students the ability to commute to several different local colleges. The programs that are very expensive usually offer resources such as specialty housing, counseling or therapeutic environments, special advising, additional academic accommodations, and social skills training and tutoring.
Some are even more specialized and may offer supported living in a house or apartment, help with daily living tasks, and transportation to commuter schools in the area.
ASD Program Checklist for Parents
The program is available in support of the course of study that my child is most interested in pursuing.
The program includes the support my son/daughter’s needs (i.e., specialty housing, academic advising, counseling or therapy, additional academic accommodations, tutoring and/or social skills training).
The program is part of a larger campus supportive of my son/daughter’s needs.
The program has a track record of success with students with ASD and similar challenges.
The staff member’s qualifications and experience is available to me.
The program clearly articulates what they can and cannot provide.
The program can provide us with other families to talk to about their experiences.
The program has options for levels of support should my student’s needs change.
Not all students with ASD will benefit from specialty programs. Some students are not yet comfortable enough with their diagnosis to take advantage of such support. Because these programs are relatively new, it is important for families to keep in mind that there has not been extensive evaluation on the effectiveness of these types of programs. We believe it is important for families to examine these programs carefully, including the training and staffing of the institution.
Matching a Student to a Program
The beginning of the college discussion with any student should always be, “Do you want to go to college?” If the student does not have the motivation or desire to attend college, families should then begin to explore vocational training and job prospects. This article is focused on those who do want to attend college, which is not to say that going the vocational route should not be explored. For those who do want to attend, the process is similar to any other junior high school students beginning the search process. Do you want to live at home or on campus? Big or small school? Big city or rural? What are you interested in studying? It has been shown that 50 % of students change their major, so although one must take into account a student’s current interests, keep in mind that they may shift (Ronan, 2005). It is not rare that students, especially with ASD, run into problems with prerequisites or co-requirements and end up changing majors.
Is the Student Ready for College?
Has the desire to go to college.
Can independently meet with guidance counselor for info/advice on college search.
Can independently research colleges.
Can fill out applications independently.
Can contact colleges with questions or to set up a tour and interview.
Can organize their study time and study space.
Can live independently (if living on campus).
Can choose courses, request accommodations with disability services, and speak to professors about their accommodations.
If the Student Is Ready, What Type of Program Might They Need?
There are students on the autism spectrum who need little more than exam accommodations and a person to check in with at critical times of the semester (course registration, room selection, etc.). For this group of students, a typical college program with a solid disability support staff that has experience in working with ASD may be the perfect match. Disability services can assist with room selection, standard accommodations and even assist with finding tutors and mental health resources on campus as needed. However, other students will benefit from more structured support as described in the previous chart. Let us now turn to exploring some of the student issues that might make one sort of program a better match for a given student. We also add the caveat that not every program can deliver on its promises, and that success in college for students on the spectrum is far more than finding a support model which best fits their needs.
Clinical focus: Students who have struggled with the effects of co-morbid psychiatric conditions, who have been hospitalized or who have a history of decompensating under stress might require more clinical surveillance than students for whom mental health has not been an issue. Some programs function on campus within departments of counseling or psychology, and match students with graduate student therapists in training (supervised by trained clinicians) for daily or weekly sessions. Some clinical programs also offer social groups and social skills training. Others programs operate off campus, and also provide supported housing, transportation, and life skills. These programs may or may not be designed exclusively for ASD. Such programs might be best suited to a student who is lower functioning, or psychiatrically fragile or one who needs more support in developing independent living skills. Such programs may offer access to local colleges or may have developed a relationship with one specific college. Some clinically focused programs aim to phase students out of an intense level of service, and families and clinicians should research carefully whether the student will be able to learn to function independently or not. Clinicians and families should also research the relationship between the program and the campus(s) they serve to determine who would provide accommodations, social programming, and academic service to enrolled students.
Related posts:
Transition from High School to Adulthood for Adolescents and Young Adults with Autism Spectrum Disorders
Employment and Related Services for Adults with Autism Spectrum Disorders
Autism Spectrum Disorder in Adolescents and Adults: An Introduction
Adaptive Behavior, Life Skills, and Leisure Skills Training for Adolescents and Adults with Autism Spectrum Disorders
Assessment and Treatment Planning in Adults with Autism Spectrum Disorders
A Systematic Review of Psychosocial Interventions for Adults with Autism Spectrum Disorders
Stay updated, free articles. Join our Telegram channel
Full access? Get Clinical Tree
