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ERIC Number: ED545440
Record Type: Non-Journal
Publication Date: 2012
Pages: 100
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-4903-7
Preparing College Faculty for Working with Students with Asperger's Syndrome: A Web-Based Training Module
Henderson, Cristen A.
ProQuest LLC, Ph.D. Dissertation, University of Rhode Island
Given the national increase in the number of individuals diagnosed with Asperger's Syndrome (AS), colleges and universities are experiencing an increase in the number of students with AS attending classes. Although students with AS experience multiple supports at the primary and secondary levels, these accommodations are often limited at the college level. In addition, instructors often lack the knowledge and experience with respect to working with the challenges students with AS experience with AS. One way to improve the experience of both instructors and college students with AS, is to provide faculty members with training geared toward improving their knowledge, attitude, and skill regarding working with students with AS. The purpose of the present study was to examine instructors' knowledge, skills, and attitudes toward working with students with AS and to assess whether a web-based training module increased the knowledge, skills, and perceptions/attitude of college instructors regarding students with AS. Forty-one (N = 41) college instructors participated in the present study. Each participant completed a "Background Survey," the "Asperger's Syndrome Knowledge-College Instructor, and the "Attitude Toward College Students with Asperger's Syndrome" ("ATCSA"). Upon completing the pre-test measures, participants viewed a web-based training module regarding students with AS. After completing the module participants filled out another copy of the knowledge and attitude measures above. In addition, the application of learned skills was assessed using the "Measure of Instructor Skills-Students with Asperger's Syndrome." Results indicated that participation in the web-based training module significantly improved participants' knowledge regarding AS. In addition, it was found that previous participation in professional development activities was related to more positive attitude post-training. Similarly, participants' familiarity with AS was found to be related to pre-training knowledge and attitudes. Implications for practice and future research are discussed with respect to faculty training regarding college students with AS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A