1. Supporting Students With Autism: What You Can Do Now
Ohio Ahead Conference
Miami University
October 13, 2017

2. A Little About Us Heather Rando, M.Ed. Christy Jenkins, M.S.
Associate Director, Office Of Disability Services
Program Director, Raiders on the Autism Spectrum Excelling (RASE)
Wright State University
Christy Jenkins, M.S.
Accessibility Coordinator, Student Accessibility Services
Autism Program Coordinator
Ohio University

3. RASE Coaching Program Conceptualization
Identified need for services for students with ASD transitioning from HS to college
Retention Difficulties
Disruptive Behavior in Classroom and Dorms
Decrease in support at the college level

4. Competency Domains Social Skill Development
Time Management and Organization
Study Skills/ Technology
Resiliency
Self-Advocacy

5. Framework and Vision Disability affirmative approach
Independence-based model of skill building
Accountability
Confidence fostered through learning by doing
“mistakes are okay and the way we learn”

6. RASE Coaching Program Implementation
Pilot program beginning in August 2012
10 students and 5 peer coaches
Enrollment for one full academic year
Fall semester and Spring Semester
Frequent meetings (up to 5 hours per week) between students and coaches
to facilitate rapport and consistent opportunity for hands on learning

7. Ohio University Rationale
Students with ASD have unique needs that were not fully addressed through typical academic accommodations
Retention difficulties
Behavior concerns
Administrative drain on resources across departments
Need for a “support” person
Increasing number inquiries from prospective students and parents desiring an autism support program

8. Ohio University Benchmarking-Summer 2015
Surveyed 6 colleges and universities
Mix of in-state, out of state, public, and private institutions
Emerging themes:
Mentoring component
Address transition issues with academic, social, and living components
Develop self-advocacy skills with instructors and other campus departments
Problem solving skills
Career prep—transition into the workforce

9. Ohio University Choosing STTAC
Successful Transitions Through Academic Coaching (STTAC)
Comprehensive transition support training package with best practices for supporting students with ASD
Modeled after the RASE program at Wright State
Includes everything you need to start a program
Materials can be easily modified
Includes consultation
Can be done on a short timeline
Well worth the investment!

10. Ohio University Implementation
Pilot Program Fall 2016
Targeted in-coming first year students who self-identified with ASD
5 first year students, 7 coaches (coach pool)
Coaches and students meet up to 5 hours per week
Commit to one full academic year

11. Identifying Students Documented Autism Spectrum Disorder Diagnosis
Incoming New Direct from High School Students
Students transitioning from another college/university
Identified need in one or more of the key competency areas
Also considered:
level of independence
academic background
social skill development level

12. Identifying Coaches RASE-Wright State Ohio University
Strong academic background; minimum GPA
Rehabilitation, Education, Psychology and Counseling majors targeted for recruitment
Junior, Senior or Grad Student Status
Demonstrated success in competency areas
Interview Component
Ohio University
Strong academic background
Recruited from Communication Sciences and Disorders, and Education majors
Undergrad students who have completed at least one full academic year at OU
Demonstrated success in competency areas
Interview Component

13. RASE Coaching Program Coach Training
Two day training in August conducted by the Coach Supervisor
Day One:
Training on coach guidelines, expectations and procedures
Day Two:
Training on best practices for working with students on the autism spectrum
scenarios for role play, disability affirmative exercises

14. Supervision Structure
RASE-Wright State
Ohio University
Weekly Small Group Supervision
Weekly Coach Logs submitted to supervisor
Meetings with coach and student; as needed and at beginning and end of term
Coach and student meet together with supervisor to discuss goals and progress
Weekly Logs Monthly Group Supervision
Monthly Individual Supervision
2 on 1 meetings
1-2 times each semester; usually at the beginning and end
Coach and student meet together with supervisor to discuss goals and progress

15. Program Coordinator Role
Coach
Student
Parents

16. Coach Program Outcomes
Objective
GPA improvements
Decrease in behavioral concerns/violations
Increased retention rates
Subjective
High rates of satisfaction from students
High rates of satisfaction from the coaches
High rates of satisfaction from families

17. Student Feedback
“She has been extremely helpful…(coach) has helped me become more organized, navigate college, how to talk to professors, how sign up and create a schedule that works for me, and overall made me a better person for knowing her. Everybody you meet changes your life for either good or bad and (coach) has changed my life exponentially. I am not the same person I was in the beginning of the first semester and I am thankful for that. I would have a much harder time without (coach).” – OU student
“It was helpful having someone available to support me and guide me through the processes of scheduling classes, finding buildings, meeting with professors, navigating the dining halls, etc.” – OU student

18. Parent & Coach Feedback
“He has made so much progress this year…For him to make it through this year was such a victory for him.” –OU parent
“Thank you so much for selecting me to participate in this program! I have truly enjoyed getting to work with (student) and helping him develop fundamental skills to succeed in college. I have learned so much this year working with (student) and I hope he feels the same as well! It was such a unique experience, and I am so happy that I was able to make (student’s) transition into college a little easier. While I am sad to leave OU, it makes me happy to know I made an impact on someone else's experience here in Athens.” – OU coach

19. 2017 Cohorts RASE-Wright State 25 Incoming Students 19 males 6 females
13 coaches
2 returning coaches
11 new coaches
Rehab majors, Education majors, Counseling and Psych grad students
Ohio University
7 Students (3 continuing; 4 new)
6 males
1 female
5 Returning coaches
1 New Coach
Education, Communication Science and Disorders, and Child Family Studies Majors

20. Helpful Tips Identify and recruit campus partners
Who is in your support system? (counseling, housing, career center, etc.)
Talk about what you want to do—get “buy in” early!
Consider what your students need
Not one size fits all
Start where you are with what you have
Make adjustments along the way

21. Questions?