Duffy, Mary L.

One of the ways students with an intellectual disability (ID) can reach their fullest
potential is by attending an institution of higher education; too few universities and
colleges offer programs for these students. There are over 3,000 universities and colleges
throughout the United State, yet only 272 of them offer programs for students with an ID
(Think College, 2017). Within the identified programs, there is variation in location,
length, goals, and methods (Grigal, Hart, & Weir, 2012). This study used an iterative
classification process to first identify the programs serving students with ID located on
college campuses, then analyze program websites to determine how they increase selfdetermination
(SD). Phase 1 of the study used categorical sorting to identify programs
that (a) served students with identified intellectual disabilities who had exited the school
system; (b) were located on a college campus; (c) were run by a college; and (d) followed
a college semester/quarter calendar. Phase 2 involved reviewing the websites for the
programs meeting those criteria to identify self-determination activities and classes. In Phase 3 of the study, an online survey was sent to program administrators to verify and
expand the description of self-determination activities. Results of this study show college
programs for students with ID promote SD through instruction; however, the teaching
methods vary from program to program. SD instruction is delivered by staff, peer
mentors, and faculty. Programs measure SD outcomes; however, the tools used vary
from program to program, and they are not applied systematically. The examination of
college program practices and outcomes is central to further program development.
Future research is needed to determine long-term independent living and employment
outcomes of students with ID who attend college programs.

Employment coaching is essential for performing job duties and for developing
and enhancing skills. Coaching in the school setting typically follows the traditional
format of pre-conference, observe, and post-conference, where feedback on teaching
performance is shared but often delayed. Professional development provides teachers
with skills to enhance their teaching practice with little to no follow-up or support. The
most effective way to produce change in the school setting is to show the connection
between professional development and student performance, and iCoaching can help to
bridge the gap. Research shows that effective feedback is immediate, systematic,
positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is
a way to provide immediate feedback so correction can be made live, and errors are
reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer
providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond
(“Increasing Opportunities to Respond,” 2015) is a way to increase academic
achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study
utilized a multiple probe across participants design to investigate the effect of iCoaching
on teacher-delivered OTR. Four teacher participants and their students participated in the
study, where the teachers completed a teacher preparation session and live iCoaching
sessions to increase their OTR. Data were collected on OTR (including the type of
OTR), coaching comments, student responses, and student curricular performance. The
results indicate that iCoaching was effective in increasing teacher-delivered OTR and
increasing student responses and academic performance. Implications for future research
are discussed.

Children with autism often have deficits in social reciprocity, the ability to
participate in long chains of back and forth interactions with a social partner. Research
has shown that deficits in social communication skills, such as social reciprocity, can
have lifelong negative impacts on the lives of individuals with autism. Routines-based
intervention for young children with autism is supported by research and educational law.
However, there are limited studies showing the effects of routines-based intervention for
children with autism. There are no studies that address social reciprocity using routinesbased
intervention for children with autism. This preliminary investigation explored if
parent training on six strategies to promote social reciprocity within three everyday
routines would increase the parents' use of the strategies and also increase the social
reciprocity ofthe children. Parent use of the strategies and the social reciprocity of the children were maintained
after the intervention was withdrawn.

Autism Spectrum Disorder (ASD) affects one out of every 68 children in the
United States. The disorder is characterized by persistent deficits in social
communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence.

Individuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with Asperger’s Syndrome. Results indicated that the quality of the writing performance improved following strategy instruction. In addition, participants were able to generalize the use of the strategy to content specific writing tasks.