Autism Spectrum Disorder (ASD) & Educational Accommodations

Texas Tech Group: Leader Michael Snook, Erica Laborde, Wesley Maynard & Elizabeth Oltman ASD Student Population Integration Programming

What is Autism Spectrum Disorder (ASD)? Persistent deficits in social communication and social interaction E.g., abnormal social approach, failure of normal back-and-forth conversation, failure to initiate or respond to social interactions, abnormalities in eye contact, deficits in understanding and use of gestures, total lack of facial expressions, difficulties in making friends, absence of interest in peers (American Psychiatric Association [APA], 2013). Restricted, repetitive patterns of behavior, interests, or activities E.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, apparent indifference to pain, adverse response to specific sounds or textures, preoccupation with unusual objects (APA, 2013). How does this affect intellectual ability? Extreme Ability in Some Areas Severe Learning Disability Moderate Learning Disability Mild Learning Disability Above Average IQ Average IQ ASD is not a learning disability. Students could have a severe learning disability or exhibit extreme abilities in some areas (APA, 2013).

84% 32% 7% of all high school seniors attended postsecondary education of people with Autism Spectrum Disorder (ASD) ages 17-27 attended postsecondary education of people with ASD ages 17-27 were attending postsecondary institutions and on track to graduate The National Longitudinal Transition Study 2 determined that from 2001-2009, of all ASD students at 4-year institutions, only 20% were on track to graduate (Shattuck et al, 2012). At Queensbridge, our ASD population is increasing. Programming to integrate this population personally, socially, and academically is a necessity.

What are we doing now? Classroom and Academic Accommodations Peer-to-Peer tutoring Lecture outline from professor Audio recording of lectures upon request Textbooks on tape Priority seating in classrooms Priority registration Clear set of functional rules and expected behaviors for each class (apart from syllabus expectations) Weekly or daily written/visual schedules may be provided Electronic course material to enable font sizing and spacing changes. In-class assignments may be written using a word processor with spelling and grammar checking. Course loads may be modified Independent study courses offered on a case-by-case basis Extended deadlines on assignments Testing Accommodations Separate room for testing Priority seating Breaks during testing Test may be administered in several sessions Test may be scheduled for specific times according to the student s needs Test directions and questions may be read aloud to student Student may be allowed to dictate answers to scribe Reserved rooms in residence halls that provide sufficient buffering from disruptive environments (e.g., adjacent rooms, hallways, etc.) either through soundproofing or location, while providing easy access to inclusive common spaces and resident interaction. Tests offered in larger print Word processor may be used for written responses Responses may be written/typed in lieu of scantron Waived time limits We currently only offer what the ADA requires in terms of accommodations.

"Emerging practices dictate that ensuring the success of students with ASD in higher education requires two types of supports: those that indirectly impact student outcomes by creating a welcoming and supportive campus climate; and those that directly assist individuals with ASD through specific services (Rochester Institute of Technology, 2014, p. 8 ). Indirect Impact: Creating a more inclusive campus environment Raising ASD awareness Creating training opportunities for students, staff, and faculty Direct Impact: Encourage students to integrate socially into the campus environment Gamification programming for students who choose to participate Availability to speak with trained individuals about challenges

The overall goal for this programming is to increase ASD student engagement by 20% each year for 5 years by implementing gamification activities. Departmental Goals of ASD Population Integration Programming: Have all residential staff and student leaders trained as Autism Allies to provide a support system Offer a low stimuli learning community for ASD students & Autism Allies Offer innovative programming for ASD students Pursue grant funding to become a National ASD Resource Center Establish the Autism Allies program with Disability Services Serve more identified ASD students by helping integrate them into student organizations of interest Offer counseling to parents of ASD students, as well as ASD students and their roommates Monitor the student population that is registered with Disability Services more closely and encourage monthly check- ins Residence Life Student Activities Disability Services Mental Health Services

What is gamification? DIRECT IMPACT Gamification takes otherwise mundane tasks and adds an element of competition, leading to increased engagement. By using a structure where participating students can level up their experiences and accomplishments with our partner offices and programs, the incentives drive consistent and increased engagement. The ability to level up also allows our programs to develop new achievements as we assess that their needs evolve. Students of this generation tend to respond well to the inclusion of technology, particularly where interactive games are concerned. While gamification has been growing among academic courses, we have identified an opportunity to translate it into the Student Affairs division and across campus.

Monarch Medals Students participating in the program will be able to earn badges or monarch medals through checking in in participating offices. A password protected online leaderboard utilizing unique, personalized usernames will be updated weekly where students can track progress and view their badges. Badges will feature simple design and consistent patterning to convey department and level. Students who reach the top level of any one badge type will be eligible for a special graduation cord.

Experience and Interface Web form application to express interest, including unique username selection (upon approval of coordinator) Leaderboard located in dedicated password-protected page of the student portal, including a detailed list of the "Quests" for medals When engaging participating offices, students will show the sticker on their ID card to identify themselves as participants Web form allows staff to "check in" students upon completion of a program or session Coordinator can pull report of "check ins" to update leaderboard and medal awarding

Departmental Partnerships Pilot Offices, with the expectation to increase as the program expands: Mental Health Services Overseen by Director of Mental Health Services Example Quest track: Mental Health Check Ins Career Services Overseen by Director of Career Services Example Quest track: Mock Interviews Academic Advising Overseen by Executive Director of Academic Advising Example Quest track: Satisfactory Academic Progress

Modeling after programs at California State University and University of Virginia, Queensbridge will create an Autism Allies program for faculty, staff, and students who wish to be recognized as an Autism Ally. Participants who successfully complete the training will receive stickers to place outside their offices or residential spaces so that students on the spectrum will know these individuals are familiar with the issues they may face and are willing to serve as a safe space (Autism Speaks U at UVA, personal communication, February 18, 2017; California State University Long Beach, n.d.)

DIRECT IMPACT Disability Services, in conjunction with Mental Health Services will offer a pilot training program in spring and fall to faculty, staff, and student employees who will be most likely to interact with students with ASD. Training Goals: Create an inclusive campus climate for all students Help faculty, staff and students recognize the value that students with ASD provide to the campus community Foster understanding and acceptance of students with ASD All program attendance will be voluntary, but only upon completion of 4 one hour training courses will participants be given the Autism Allies sticker to place outside their office. Autism Allies will prepare faculty, students, and staff with the skills to accommodate students with ASD while providing sensory safe spaces (indicated by the Autism Ally sticker) across campus where students may find reprieve from sensory overload. The program will also allow participants to refer individuals with autism to appropriate services in a crisis situation, and promote understanding and acceptance campus wide. Participation in this program does not qualify any attendee to offer counseling services, only to listen to, empathize with, and refer students with ASD to the proper channels.

INDIRECT IMPACT One Book Programming Using our existing One Book (common read) program, we will introduce The Curious Incident of the Dog in the Night-Time to the campus community. This will be paired with an Autism Sensitivity presentation by Disability Services at all student and new employee orientations. This program: Encourages meaningful encounters with diversity Promotes appreciation for individuals with different strengths Creates opportunities for inclusion by fostering empathy

Whats the plan? 2018 2019 2020 2022 2028 Offer counseling for parents and student roommate pairs Pursue grant funding for these established programs Sensory safe space designations within each residence hall and academic buildings Assess past 5 years of annual data to implement necessary changes. Low stimuli learning community rolls out Become a National ASD Resource Center ASD AlumNight Reunion Event Soft roll out of the ally training, focusing on residential staff and student leaders Soft roll out of Monarch Medals with Mental Health Services, Career Services, and Academic Advising Expand allies training to all student organization leaders, faculty, and staff One Book program uses The Curious Incident of the Dog in the Night-Time

Where does this programming fit? Department Heads Faculty Advisor Deans Vice President for Academic Affairs Academic Program Coordinators Board of Trustees Executive Director of Academic Advising Director of Residence Life Dean of Students/Assistant VP of Student Life President Director of Transition Programming Vice President for Student Affairs Director of Student Activities Executive Directors (HR, Facilities, Finance, Communication, Technology, etc) Director of Career Services Executive Director of Student Development Director of Mental Health Services *Teal positions indicate ASD Integration Programming Committee Members **Orange position is the new position generated by this program Director of Disability Services ASD Programming Project Coordinator

Open Office Space Administrative Assistant in Disability Services Trained Counselors Director of Disability Services with background & foundations in ASD programming Current Resources: Accessibility Resources

Budget Budget Line Item Item Description Purpose & Explanation Proposed Program Cost 1. Support Staff 1 Project Coordinator @ $46792 $46792 2 Student Workers X $8/hr. X 15 hrs./week X 40 weeks/year = $9600 Work Study 25% X 9600 = $2400 10% X 2400 = $240 30% X 46792 = $14038 Local mileage; Travel to conferences/institutes; student events General Office Supplies (pens, pencils, paper, ink, staples, stickers) 2. Student Workers $2400 3. Fringe Benefits $14278 4. Travel $500 5. Supplies $2000 Advertising & Recruitment Materials 6. Flyers, brochures, radio, and print advertisements $2500 Conferences, association memberships; technology services; common read materials; speaker honorarium 7. Other Costs $6500 8. Total $74970

Funding Opportunities After successfully establishing our program, we will apply for several large grants to better serve the ASD population at Queensbridge College. In addition to these two funding opportunities, we will also apply to Department of Education, Department of Health and Human Services, National Institute of Health, and 501(C)(3) organizations such as Autism Speaks. ED-GRANTS-072116-001 OSERS: OSEP: National Technical Assistance Center to Increase the Participation and Improve the Performance of Students with Disabilities on State and Districtwide Assessments Department of Education HRSA-17-010 Autism CARES Act National Interdisciplinary Training Resource Center Department of Health and Human Services Health Resources and Services Administration

References 2 persons holding their hands [Photograph]. (2015). Retrieved February 20, 2017, from https://www.pexels.com/ American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Washington, D.C: American Psychiatric Publishing. Americans with Disabilities Act. (1990). [ADA logo]. Retrieved from https://www.ada.gov/ California State University Long Beach. (n.d.). Autism ally, disabled student services, CSULB. Retrieved from https://web.csulb.edu/divisions/students/dss/programs/autism_services/autism_ally.htm Casual adult fashion collection [Photograph]. (2015). Retrieved February 18, 2017, from https://www.pexels.com/ Eng, D. (2017, January 26). Put Gamification in Higher Ed. Retrieved February 10, 2017, from https://studentaffairscollective.org/gamification-higher-ed/ Game controller [Photograph]. (2016). Retrieved February 18, 2017, from https://www.pexels.com/ Grants.gov (n.d.). [Logo]. Retrieved from https://www.grants.gov/ Raths, D. (2015, August 19). Achieving Student Success Through Gamification. Retrieved February 10, 2017, from https://campustechnology.com/articles/2015/08/19/achieving-student-success-through-non-academic- means.aspx Rochester Institute of Technology (2014). Emerging practices for supporting students on the Autism Spectrum in higher education: A guide for higher education professionals. Retrieved from https://www.rit.edu/~w-ssp/documents/ASDinHigherEdGuide.pdf Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129(6), 1042-1049.

References (cont.) The curious incident of the dog in the night time [Photograph]. (n.d.). Retrieved February 22, 2017, from https://upload.wikimedia.org The 'gamification' of education. (2016, August 9). Retrieved February 10, 2017, from http://www.aacrao.org/resources/resources-detail-view/the--gamification--of-education Woman in gray shirt seating in between woman in blue black and white plaid long sleeve shirt and man in blue white and black plaid long sleeve shirt having conversation [Photograph]. (2016). Retrieved February 19, 2017, from https://www.pexels.com/ Woman in yellow long sleeved dress standing beside man in white blue crew neck t shirt [Photograph]. (2015). Retrieved February 17, 2017, from https://www.pexels.com/