The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 205

Collaborative Support

pecially in times of distress (Freedman, 2010).
Furthermore, dining staff may benefit from additional discussions about the unique dietary
requirements or preferences of students with
Autism Spectrum Disorder, who often have
food sensitivities or stringent food preferences
(Kern et al., 2006). One staff member who attended a training session that focused on supporting college students with ASD noted the
following experience:
i was working with a student [with asd], and
in the past i found him very difficult to work
with. i usually see students with my door
open . . . but i recognized per [the training]
that students with [asd] have heightened
sensitivity to distractions. i closed my door
. . . . i was also very direct with him and
wrote things down in a clear manner. We
had a good conversation and i felt like i was
actually able to connect with him. (rochester
institute of Technology staff member, personal
communication, february 4, 2011)

MENTORING AND COACHING
Whereas training and community education
programs raise general campus awareness and
provide student and professional staff with
practical information concerning students on
the spectrum, mentoring and coaching programs focus resources directly on individual
students who have openly disclosed their ASD
diagnosis. Formal mentoring and coaching
programs can be created depending on an institution’s preferences and available resources
and can be planned and implemented collaboratively and cross-departmentally. Undergraduate or graduate students training in the field of
social work, psychology, counseling, or special
education are good considerations as coaches
or mentors.

Mentoring, in its broadest sense, involves encouraging those further advanced
to lend advice and support to those with less
experience; it is historically associated with
individuals guiding other individuals in a nonjudgmental manner (Gulam & Triska, 1998).
For students on the autism spectrum, who
struggle with many facets of communication,
socialization, and organization, a mentor can
serve as an essential point person to go to
when they have questions or feel overwhelmed
or confused by social or academic demands
(Adreon & Durocher, 2007). Formalized peer
mentoring programs for students on the spectrum, which may be administered by disability
support services or in partnership with residence life and housing, can be implemented to
help students on the autism spectrum develop
social, academic, and daily living skills (Nevill
& White, 2011). Mentors, who are made aware
of the ASD students’ need for predictability
and routine, can encourage the use of a structured weekly schedule and can help students
create visual reminders of their routine. Oneon-one peer mentoring sessions provide an
opportunity for students with ASD to discuss
and receive feedback about specific situations
they are experiencing. For example, students
on the spectrum who are experiencing a roommate conflict can discuss possible causes and

Mentoring, in its broadest sense,
involves encouraging those
further advanced to lend advice
and support to those with less
experience . . .
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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