Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed. Dissertations Research Spring 1-23-2019 Investigation of Guided Study Tables as a Support for College Students with ASD in the Transition to Post-Secondary Education Rebecca Edgington Concordia University - Portland, wecky4@hotmail.com Follow this and additional works at: https://digitalcommons.edu/cup_commons_grad_edd Part of the Education Commons Recommended Citation Edgington, R. Investigation of Guided Study Tables as a Support for College Students with ASD in the Transition to Post-Secondary Education (Thesis, Concordia University, St.
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Concordia University - Portland CU Commons Ed. Dissertations Graduate Theses & Dissertations Spring 1-23-2019 Investigation of Guided Study Tables as a Support for College Students with ASD in the Transition to Post-Secondary Education Rebecca Edgington Concordia University - Portland Follow this and additional works at: https://commons.edu/edudissertations Part of the Education Commons CU Commons Citation Edgington, Rebecca, "Investigation of Guided Study Tables as a Support for College Students with ASD in the Transition to Post-Secondary Education" (2019).edu/edudissertations/225 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed. Dissertations by an authorized administrator of CU Commons.
For more information, please contact libraryadmin@cu-portland. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Rebecca Sue Edgington CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION David Kluth, Ed., Faculty Chair Dissertation Committee Jacques D., Content Specialist Ralph E., Content Reader Investigation of Guided Study Tables as a Support for College Students with ASD in the Transition to Post-Secondary Education Rebecca Sue Edgington Concordia University–Portland College of Education Dissertation submitted to the Faculty of the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Higher Education David Kluth, Ed., Faculty Chair Dissertation Committee Jacques D., Content Specialist Ralph E., Content Reader Concordia University–Portland 2019 Abstract The purpose of this quantitative research study was to investigate the relationship of guided study tables on the academic success and development of executive functioning skills needed for independence in the transition to post-secondary education for college students with autism spectrum disorder (ASD). Using Schlossberg’s transitional theory as the theoretical framework and executive functioning skills as the conceptual framework, the study investigated a specific support of a comprehensive, transitional program available to college students to help with the transition to college. A correlational design and a descriptive survey provide foundational research and evidence connected to a specific support designed to help college students with ASD.
Four semesters of data from the program, totaling 47 students, was provided for analysis including the average number of hours in guided study tables, the semester grade point average, and results from the student’s program evaluation related to executive functioning skills. The results indicated participation in guided study tables positively impacted the academic success of the student with ASD. In addition, the participation in guided study tables was related to the overall independence and self-advocacy skills as noted in the program evaluation. Keywords: autism spectrum disorder, higher education, supports, executive functioning, transition ii Acknowledgments Throughout my doctoral studies and dissertation, many individuals have had an active role in ensuring my success in this journey.
To my Committee Chair, Dr. David Kluth, I thank you for your support, intellect, patience, and honesty. You have been a true model of a servant leader, positive mentoring, and spiritual educator. I would also like to thank my committee members, Dr.
Jacques Singleton and Dr. Thank you to the support of my mentors, colleagues, graduate assistants, and students at Eastern Illinois University. In addition, I especially thank the founder and director of the transitional program, Dr. To my fellow cohort member and friend, Dr.
Laura Frasher Tuttle, thank you and congratulations. To my parents, siblings, family, and in-laws, thank you. My sincere apologies for being so distracted, unavailable, and detached. Thank you for your unconditional love.
To my children, Katelyn and Alan Edgington, I hope you understand the reason behind my doctorate degree someday. Lastly, to my husband, Corey Edgington, I love you and thank you. iii Table of Contents Abstract………………….iii List of Tables……….vii List of Figures………………………………………………………………………….viii Chapter 1: Introduction…………….1 Introduction to the Problem….1 Background, Context, History, and Conceptual Framework of the Problem…….2 Statement of the Problem………………….………………………………………………5 Purpose of the Study…………….6 Research Questions and Hypotheses……………….…………………………7 Rational, Relevance, and Significance of the Study………………….……8 Definition of Terms…….9 Assumptions, Delimitations, and Limitations……………………….……………………14 Chapter 2: Review of the Literature……………………………………….16 Introduction to the Literature Review…………………….16 Complexity of Autism Spectrum Disorder…………………………….……………18 Conceptual Framework and Theoretical Framework .24 Taking stock of coping resources……………………………………………….25 Review of Research Literature and Methodology……………….………………26 Review of Methodological Issues……………………………….34 iv Synthesis of Research Findings…………………………………….37 Critique of Previous Research……………………………………….42 Introduction to Methodology…………………………………………………….………42 Purpose of the Study…………………………………………………………………….…44 Target Populations, Sampling Method, and Related Procedures……………………….48 Operationalization of Variables………………………………………………………….50 Data Analysis Procedures……………………….52 Limitations and Delimitations of the Research Design……………………….…………54 Internal and External Validity………………………………….57 Ethical Issues in the Study………………………………….61 Introduction to the Results ……………………………….61 Description of the Sample………………….66 Summary of the Results………………………………………………………………….89 Chapter 5: Discussion and Conclusions………….91 Introduction to the Discussion and Conclusions…………………………………………91 Summary of the Results……………………………………………………………….…93 Discussion of the Results…………………………………………………………….…97 Discussion of the Results in Relation to the Literature…………………………………100 Limitations…………………………………………………………………………….104 Implication of the Results for Practice, Policy, and Theory……………………………106 Recommendations for Further Research……………………………………………….116 Appendix A: Demographic Information Survey………………………….130 Appendix B: Consent for Anonymous Survey (Click Consent)……….133 Appendix C: E-mail recruitment letter…….………134 Appendix D: STEP Evaluation Form…….135 Appendix E: Statement of Original Work….…136 vi List of Tables Table 1 Sample Student with ASD Demographics……………………………………………….67 Table 2 College and Employment of Students with ASD from Descriptive Survey….69 Table 3 Parent’s Household Income and Educational Level……………….70 Table 4 Student Supports…………………………….…………………………………………71 Table 5 Declared Majors and Minors of Students with ASD………………………………….…72 Table 6 Summary of Individual Semesters and Data to Correspond with Program Evaluation Questions…………………………………………………………….86 Table 7 Summary of Fall Semesters Compared to Spring Semesters with Data Corresponding to GPA and Program Evaluation Questions……………………………….87 Table 8 Means and Standards Deviations of Data………….88 vii List of Figures Figure 1 Scatter plot of the number of hours in guided study tables and the semester grade point average………………….82 Figure 2 Scatter plot of number of hours in guided study tables and the score on the program evaluation for question 11…………………………………….………………………84 viii Chapter 1: Introduction Introduction to the Problem The prevalence of autism spectrum disorder (ASD) is 1 in 68 individuals (Centers for Disease Control and Prevention, 2016). Improvements in early identification, early intervention, and inclusive education have resulted in students with ASD graduating from high school and transitioning to employment or post-secondary education.
Wei, Wagner, Hudson, Yu, and Javitz (2016) reported 49,000 students with ASD graduated from high school in the 2014-2015 school year. However, Shattuck et al. (2012) reported the national survey data for young adults with ASD had the highest rates of “no participation” in employment of post-secondary education compared to the other disability categories. With the increase in students eligible for post-secondary education, research has indicated students with ASD need additional supports in the transition from high school to post-secondary education (Gobbo & Shmulsky, 2014; Pinder-Amaker, 2014; Toor, Hanley, & Hebron, 2016; Van Hees, Moyson, & Roeyers, 2015).
Students face challenges with communication inside and outside the classroom, daily living skills, emotions, self-advocacy, and social interaction (Cox et al. Overall, Volkmar and Wolf (2013) noted students with ASD struggle to generalize skills to new settings. In response, colleges have started to recognize the need for providing additional supports or programs for students with ASD. The critical problem lies in the lack of empirical literature addressing evidence-based interventions and the implementation of supports at the college level.
Research is limited regarding quantitative data to determine the impact of the supports and programs especially in relationship to outcome data or academic success (Kuder & Accardo, 2018). The purpose of this study is to investigate the relationship of a specific support in 1 relationship to academic success and the development of executive functioning skills needed for independence at the university setting for students with ASD in a comprehensive, transitional program at one university. Background, Context, History, and Conceptual Framework for the Problem Autism Spectrum Disorder (ASD) is a development disorder characterized by social communication difficulties and restricted repetitive behaviors (American Psychiatric Association, 2013). Students with ASD are successfully completing high school and are eligible for college or careers.
However, the characteristics associated with ASD present numerous challenges for students transitioning to post-secondary education. The characteristics directly related to ASD can directly impact the success of the student in the college setting. For example, studies discussed the “hidden curriculum” of college involving the day-to-day expectations not clearly stated in orientations, syllabi, websites, or catalogs (Hewitt, 2011). Understanding the verbal and nonverbal language incorporated in the classroom environment and residence halls place additional demands on students with ASD (Cai & Richdale, 2016).
The transition can present numerous challenges and when not addressed the students are also at greater risk for mental health concerns (Magiati, Tay, & Howlin, 2014; Volkmar & Wolf, 2013). Research has concluded from a variety of stakeholders (i. students, family members, faculty, support services) that students with ASD require additional supports in the areas of academics, social, and daily living skills to be successful in the college setting (Austin & Peña, 2017; Cai & Richdale, 2016; Van Hees et al. Therefore, colleges and universities are incorporating more programs and supports to assist college students with ASD.
However, the research is lacking regarding the review of the supports and impact on the outcome data. 2 Parents, students, university stakeholders, and program staff need direction and guidance to ensure the students with ASD are properly supported during the college experience. The current statistics pertaining to graduation rate and employment post high school are bleak for individuals with ASD. Utilizing the National Longitudinal Transition Study 2 (NLTS2) data, multiple studies have indicated the need to implement supports and opportunities that will improve the post high school experiences of students with ASD (Burgess & Cimera, 2014; Grigal, Hart, & Migliore, 2011; Wehman et al.
Shattuck et al., (2012) concluded that youth with ASD had the lowest rates of employment and the highest overall rates of no participation in work or school post high school compared to other disability categories. Research needs to connect results to outcome data related to academic success, graduation rates, and competitive employment. The need for quantitative research is crucial in the investigation of college supports for students with ASD. Numerous qualitative studies have been completed gathering information from surveys, interviews, and questionnaires (Anderson & Butt, 2017; Barnhill, 2016; Brown & Coomes, 2016) to initiate the investigation of supports on campus for college students.
Kuder and Accardo (2018) stressed the importance of future research focusing on “effective methods for enhancing the college experience and college outcomes of students with ASD” (p. Thus far, research has focused on self-determination and self-advocacy skills, but even with this start, specific strategies and methods are lacking. In addition, the transition to college presents challenges different from the consecutive semesters. The complex aspects of ASD needs further research to investigate both the transition, continuous expansion of cognitive skills, and the bridge to employment.
Frequently, faculty, family members, and students recognize the need for support in the area of social skills and executive functioning skills specifically time 3 management, organization, and prioritizing (Gobbo & Shmulsky, 2014; Hansen, 2011; Knott & Taylor, 2013). Whereas, throughout the college experience, students need to develop additional skills to be independent, successful, and prepared for life post college. Executive functioning skills in students with ASD can provide the foundational skills for the student to be independent, goal-directed, and guide behaviors.