Family Involvement in Postsecondary Settings for Students with Autism Spectrum Disorder
Location
3030
Format Type
Paper
Format Type
Paper
Start Date
13-1-2017 10:30 AM
End Date
13-1-2017 10:50 AM
Abstract
We investigated if family members of students with Autism Spectrum Disorder (ASD) should be involved in postsecondary settings, if involvement is beneficial, and their potential roles. Our research questions included: 1. What is the need for family involvement of students with ASD at the postsecondary level? 2. What are the perceived needed and fulfilled roles for family members of students with ASD in postsecondary settings? 3. Does family member involvement result in positive outcomes for students with ASD? Two-hundred and eleven postsecondary Disability Resource Center (DRC) staff members completed our survey, which included both quantitative and qualitative questions. We exported survey results from Qualtrics to SPSS statistical software and Microsoft Word for analysis. We used content analysis to analyze qualitative data. Results primarily indicate that there is a need for family members to be involved non-academically with students with ASD. Additionally, family members should increase levels of organizational and time-management support, social role-plays, regular communication with the student about academic progress, and non-academic supports (e.g., hygiene, money management, transportation, laundry). During the presentation, we will discuss the study results, the answers to the research questions, and implications for professionals.
Family Involvement in Postsecondary Settings for Students with Autism Spectrum Disorder
3030
We investigated if family members of students with Autism Spectrum Disorder (ASD) should be involved in postsecondary settings, if involvement is beneficial, and their potential roles. Our research questions included: 1. What is the need for family involvement of students with ASD at the postsecondary level? 2. What are the perceived needed and fulfilled roles for family members of students with ASD in postsecondary settings? 3. Does family member involvement result in positive outcomes for students with ASD? Two-hundred and eleven postsecondary Disability Resource Center (DRC) staff members completed our survey, which included both quantitative and qualitative questions. We exported survey results from Qualtrics to SPSS statistical software and Microsoft Word for analysis. We used content analysis to analyze qualitative data. Results primarily indicate that there is a need for family members to be involved non-academically with students with ASD. Additionally, family members should increase levels of organizational and time-management support, social role-plays, regular communication with the student about academic progress, and non-academic supports (e.g., hygiene, money management, transportation, laundry). During the presentation, we will discuss the study results, the answers to the research questions, and implications for professionals.
Comments
Breakout Session D