Resident Assistant Training and Students with High Functioning Autism

Abstract

Utilizing qualitative methodology, Resident Assistants' perceptions were examined with regards to the training they receive for identifying and assisting High Functioning Autistic Students. Current Resident Assistants were interviewed and themes were developed. RA's expressed dissatisfaction with current training concerning the characteristics of this population. Specifically, participants shared the need for additional training on identifying HFA students and the referral process to disability services. Lastly, participants shared feeling strong support from supervisors; however, lack the knowledge and confidence to effectively support these students.

Date of Award	2015
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Richard Roberts (Supervisor)