A Group Protocol for Individuals with High Functioning Autism Spectrum Disorder: Transitioning Into College
Bibliographic record
Abstract
Purpose: The numbers for young adults with a disability transitioning to college are increasing yearly (U.S. Department of Education, National Center of Education Statistics, 2016). Changes and transitioning to the college context is particularly challenging for individuals with high functioning autism (HFA) (Elias & White, 2017; Wehman et al., 2014). The purpose of this scholarly project was to develop a group protocol as a resource for young adult students with HFA to transition successfully in a college setting. Methodology: A literature review was conducted on topics relating to individuals with HFA, success and barriers to college, effective interventions for this population, and the role of OT on a college campus. There is literature to support the need for occupational therapy based programs on college campuses as occupational therapists are equipped to empower and focus holistically on individuals (Lotan & Ells, 2010). Results: The group protocol, Putting the Pieces Together: Series I: Communication and Social Skills, was developed to enable young adult students with HFA to transition and engage in a college setting by addressing communication and social interaction skills. The Canadian Model of Occupational Performance and Engagement (CMOP-E) was used to guide the design of this group protocol for occupational therapists to use in a college setting. The protocol begins with information for the occupational therapist, including CMOP-E resources, assessments to use, operational definitions, and application. This is followed by fourteen intervention sessions. Particular features of the group protocol include the format of Cole’s Seven Steps and involvement of peer-mentors. Conclusion: There are just under 2% of students with autism spectrum disorder (ASD) who have an 80% college incompletion rate (HEATH Resource Center at the National Youth Transitions Center, n.d.). Through the implementation of this group protocol in vivo, it is anticipated that young adults with HFA will increase interpersonal skills and college engagement, thus resulting in a higher graduation rate and overall satisfying college experience.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.042 | 0.056 |
| Meta-epidemiology (narrow) | 0.003 | 0.002 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.008 | 0.003 |
| Scholarly communication | 0.003 | 0.004 |
| Open science | 0.004 | 0.006 |
| Research integrity | 0.007 | 0.008 |
| Insufficient payload (model declined to judge) | 0.095 | 0.023 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".