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Increasing engagement in virtual academic coaching sessions in university students with ASD
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Faheem, Faariha N.. Increasing engagement in virtual academic coaching sessions in university students with ASD. Retrieved from https://doi.org/doi:10.7282/t3-arhg-2q22

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TitleIncreasing engagement in virtual academic coaching sessions in university students with ASD
NameFaheem, Faariha N. (author); Manente, Christopher (chair); Kahng, SungWoo (member); Bal, Vanessa (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2021
Other Date2021-08 (degree)
SubjectPsychology, Behavioral psychology, Autism spectrum disorders, College students with disabilities, Academic coaching, Autism, Contingency contract, Engagement
Extent1 online resource (vi, 48 pages) : illustrations
DescriptionThis study aims to add to the sparse literature on supporting successful outcomes for university students with autism spectrum disorder (ASD) specifically in regards to their level of engagement in academic coaching sessions. This was a nonconcurrent multiple baseline study conducted with three students with ASD enrolled at an east coast university. To increase levels of student engagement, we (a) restructured the students’ academic coaching sessions, (b) implemented contingency contracts, and (c) introduced consistent and salient reinforcement throughout the sessions. Results showed that the treatment was effective in increasing the levels of engagement in all three students.
NoteM.A.B.A.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-arhg-2q22
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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