Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs.
Adams, C., Green, J., Gilchrist, A., & Cox, A. ( 2002). Conversational behavior of children with Asperger syndrome and conduct disorder. Journal of Child Psychology and Psychiatry , 43, 679-690.
2.
Alpern, C., & Zager, D. ( 2007). Addressing communication needs of young adults with autism in a college-based inclusion program. Education and Training in Developmental Disabilities, 42, 428-436.
3.
American Speech-Language and Hearing Association. ( 2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the lifespan . Rockville, MD: Author.
4.
Bellon-Harn, M.L., & Harn, W. ( 2006). Profiles of social communicative competence in middle school children with Asperger syndrome: Two case studies. Child Language Teaching and Therapy, 22, 1-26.
5.
Brinton, B., Robinson, L.A., & Fujiki, M. ( 2004). Description of a program for social language intervention: "If you can have a conversation, you can have a relationship." Language, Speech, and Hearing Services in the Schools, 35, 283-290.
6.
Camarena, P.M., & Sarigiani, P.A. (2009). Postsecondary educational aspirations of high-functioning adolescents with autism spectrum disorders and their parents. Focus on Autism and Other Developmental Disabilities, 24, 115-128.
7.
Capps, L., Kehres, J., & Sigman, M. ( 1998). Conversational abilities among children with autism and children with developmental delays. Autism, 2, 325-344.
8.
Carrow-Woolfolk, E. ( 1999). Comprehensive Assessment of Spoken Language. Circle Pines, MN: American Guidance Service.
9.
Church, C., Alisanski, S., & Amanullah, S. ( 2000). The social, behavioral, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15, 12-20.
10.
Colle, L., Baron-Cohen, S., Wheelwright, S., & van der Lely, H. (2008). Narrative discourse in adults with high-functioning autism or Asperger syndrome. Journal of Autism and Developmental Disabilities, 38, 28-40.
11.
Eisenman, L.T., Tanverdi, A., Perrington, C., & Geinman, A. ( 2009). Secondary and postsecondary community activities of youth with significant intellectual disabilities. Education and Training in Developmental Disabilities, 44, 168-176.
12.
Howlin, P., Mawhood, L., & Rutter, M. ( 2000). Autism and developmental receptive language disorder- a follow-up comparison in early adult life: Social, behavioural, and psychiatric outcomes. Journal of Child Psychology and Psychiatry, 41, 561-578.
13.
Hurlbutt, K., & Chalmers, L. ( 2004). Employment and adults with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 19, 215-222.
Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 118 Stat. 2647 (2004).
16.
Interagency Autism Coordinating Committee. ( 2009). Strategic plan for autism spectrum disorder research . Washington, DC: U.S. Department of Health and Human Services.
17.
Le Couteur, A., Lord, C., & Rutter, M. ( 2003). Autism Diagnostic Interview Revised (ADI-R). Los Angeles, CA: Western Psychological Services.
18.
Mazzotti, V.L., Rowe, D.A., Kelley, K.R., Test, D.W., Fowler, C.H., Kohler, P.D., & Kortering, L.J. (2009). Linking transition assessment and postsecondary goals: Key elements in the secondary transition process . Teaching Exceptional Children, 42(2), 44-51.
19.
McCaskill, S. ( 2009). What are the needs and challenges facing the autism community?Autism Spectrum News, 1(1), 30.
20.
Muller, E., Schuler, A., Burton, B.A., & Yates, G.B. ( 2003). Meeting the vocational needs of individuals with Asperger’s syndrome and other autism spectrum disabilities. Journal of Vocational Rehabilitation, 18, 163-175.
21.
Orsmond, G.I., Krauss, M.W., & Seltzer, M.M. ( 2004). Peer relationships and social and recreational activities among adolescents and adults with autism. Journal of Autism and Developmental Disorders, 3, 245-256.
22.
Paul, R., & Sutherland, D. (2003). Asperger syndrome: The role of speech-language pathologists in the schools. Perspectives on Language Learning and Education, 10, 9-15.
23.
Reichow, B., Salamack, S., Paul, R., Volkmar, R., & Klin, A. ( 2008). Pragmatic assessment in autism spectrum disorders. A comparison of a standard measure with parent report. Communication Disorders Quarterly, 29, 169-176.
24.
Rothstein, L. ( 2003). Students with disabilities and higher education: A disconnect in expectations and realities (Report No. HEO46445). Washington, DC: Heath Resource Center. Retrieved from ERIC database. (ED482310)
25.
Rubin, E., & Lennon, L. ( 2004). Challenges in social communication in Asperger syndrome and high-functioning autism. Topics in Language Disorders , 24, 271-285.
26.
Safran, S.P. ( 2001). Asperger syndrome: The emerging challenge to special education. Exceptional Children, 67, 151-160.
27.
Seltzer, M.M., Krauss, M.W., Shattuck, P.T., Orsmond, G., Swe, A., & Lord, C. ( 2003). The symptoms of autism spectrum disorders in adolescence and adulthood. Journal of Autism and Developmental Disorders , 6, 564-581.
28.
Seung, H.K. ( 2007). Linguistic characteristics of individuals with high functioning autism and Asperger syndrome. Clinical Linguistics and Phonetics , 21, 247-259.
29.
Shriberg, L.D., Paul, R., McSweeney, J., Klin, A., Cohen, D.J., & Volkmar, F.R. ( 2001). Speech and prosody characteristics of adolescents and adults with high-functioning autism and Asperger syndrome. Journal of Speech, Language, and Hearing Research, 44, 1097-1115.
30.
Sitlington, P., & Clark, G. ( 2007). The transition assessment process and IDEIA 2004. Assessment for Effective Intervention, 32, 133-142.
31.
Sitlington, P., & Payne, E. ( 2004). Information needed by postsecondary education: Can we provide it as part of the transition assessment process? Learning Disabilities: A Contemporary Journal, 2(2), 1-14.
32.
Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., & Yoder, P. ( 2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research , 52, 643-652.
33.
Tsatsanis, K.D., Foley, D., & Donebower, C. ( 2004). Contemporary outcome research and programming guidelines for Asperger syndrome and high-functioning autism. Topics in Language Disorders, 4, 249-259.
34.
Wehmeyer, M.L., & Shogren, K. ( 2008). Self-determination and learners with autism spectrum disorders. In R. Simpson & B. Myles (Eds.), Educating children and youth with autism: Strategies for effective practice (2nd ed., pp. 433-476). Austin, TX: Pro-Ed .
35.
Zager, D., & Alpern, C. ( 2007, January). Expanding post-secondary options for adolescents with autism. Paper presented at the international meeting of the Developmental Disabilities Division, Council for Exceptional Children, Kona, HI.
36.
Zager, D., Klainberg, S., & Myers, J. ( 2008, April). A model college-based inclusion class for students with autism. Paper presented at the annual meeting of the International Council for Exceptional Children, Boston, MA.
