Historically, students with autism have not had access to supports within universities that would enable them to succeed academically or socially. In response to the heightened recent attention to inclusion at the postsecondary level for students with disabilities, the Division on Autism and Developmental Disabilities (DADD) has taken the initiative to develop a paper on this critical topic. The goal of DADD in developing this paper is to illuminate and promote effective practices to support students with autism spectrum disorders in postsecondary education. Toward this end, this manuscript addresses the need for institutions of higher education to educate students with autism spectrum disorders (ASD) among their peers in college programs. The intent of the authors is to voice a call to action to expand the inclusion momentum that has become firmly rooted in our nation’s high schools so that it reaches universities and leads to improved adult living outcomes. Through discussion of the history of postsecondary education (PSE), a review of relevant legislation, and consideration of current PSE options for students with autism, a clear picture of the current state of affairs emerges. Connections among legislative initiatives and current practices substantiate the need for increased program options and supports through which academic, social and career development may be provided to students with ASD. The role of legislation in supporting the establishment of infrastructure and building capacity to sustain programs is examined to foster recognition of the need for institutions of higher education to provide inclusive postsecondary programs. Components of effective postsecondary education for students with ASD are described in relation to legal mandates leading to the development of PSE opportunities for these students.
Impact of Online Training Videos on the Implementation of Mand Training by Three Elementary School Paraprofessionals
Emaley B. McCulloch and Mary Jo Noonan
Abstract: With the number of students with autism and related developmental disabilities increasing and a lack of trained professionals, solutions are needed to provide training on a large scale. Alternative training approaches need to be developed so that paraprofessionals can access training in an efficient and effective way. One such possibility is online training. A multiple baseline design across participants was used to evaluate the impact of online training videos (OTV) on the implementation of mand training with three paraprofessionals in a public school setting. The three paraprofessionals were of Hawaiian ancestry, ages 32, 34, and 42 years. Three elementary aged students with autism and developmental disabilities also participated in the study. They were ages, 6, 8, and 10 years, and also of Hawaiian ancestry. All participants lived in a rural area of Hawaii. After the OTVs, the percentage of correct implementation of mand training increased for all paraprofessional participants and maintained over time. Improvements in accurate teaching were also accompanied by increases in the rate of spontaneous manding by the students. Results support the use of online training as an effective alternative to inservice training for paraprofessionals.