Belmont University Belmont Digital Repository
Honors Theses Belmont Honors Program
Fall 11-15-2020
Residence Life Accommodations for College Students with Autism Spectrum Disorders
Grace Hurley Belmont University, [email protected]
Follow this and additional works at: https://repository.belmont.edu/honors_theses
Part of the Disability Studies Commons
Recommended Citation Hurley, Grace, "Residence Life Accommodations for College Students with Autism Spectrum Disorders" (2020). Honors Theses. 33. https://repository.belmont.edu/honors_theses/33
This Honors Thesis is brought to you for free and open access by the Belmont Honors Program at Belmont Digital Repository. It has been accepted for inclusion in Honors Theses by an authorized administrator of Belmont Digital Repository. For more information, please contact [email protected]. 11/10/20 Running head: RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH 1 ASD
Residence Life Accommodations for College Students with Autism Spectrum Disorders
Grace Hurley
Belmont University
RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 2
Acknowledgements
When completing this undergraduate thesis, I received invaluable assistance from my thesis director and committee. I would like to thank my thesis director, Dr. Sue Iliff, for her dedication to my project and expertise throughout the process. Also, I would like to thank my committee members, Dr. Sally Barton-Arwood and Dr. Halle King, for their assistance in my research and writing. Next, I would like to thank my father, Paul Hurley, for assisting with creating visual representations of information discussed in the chapters. Finally, I would like to thank both my parents and grandparents for supporting me throughout college and in my endeavors. RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 3
Table of Contents
CHAPTER I: INTRODUCTION ...... 4
CHAPTER II: CURRENT SITUATION ...... 16
CHAPTER III: DORM ROOM ACCOMMODATIONS ...... 25
CHAPTER IV: SENSORY SPACES AND RESOURCES ...... 41
CHAPTER V: SOCIAL LIFE IN COLLEGE ...... 57
CHAPTER VI: MENTAL HEALTH ...... 68
CHAPTER VII: CONCLUSION ...... 77
RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 4
Chapter I: Introduction Autism Spectrum Disorder
The Diagnostic and Statistical Manual of Mental Disorders Edition V defines autism spectrum disorder (ASD) as a developmental disability that causes clinically significant and persistent deficits for an individual in terms of social, communicative, and behavioral challenges
(American Psychiatric Association, 2013). The social and communicative difficulties can manifest as non-verbal communication deficits, trouble with reciprocal conversation skills and expressing emotions, or difficulty understanding others (American Psychiatric Association,
2013). Behavioral challenges can manifest as repetitive and stereotyped movements, rigid routines, and specific interests (American Psychiatric Association, 2013). These deficits and symptoms must appear early in development, and the deficiencies must impair everyday functioning to qualify for an ASD diagnosis (American Psychiatric Association, 2013).
Although there is a specific set of ASD symptoms, the challenges manifest differently in each individual with ASD, creating a spectrum effect (CDC, 2019). One area where challenges may manifest is executive functioning, which is an area of high-level cognitive processes needed to plan and perform complex behavior (Blijd-Hoogeways, et al., 2014). Examples of behaviors or processes that require executive functioning include self-regulation, response inhibition, and task initiation (Blijid-Hoogeways et al., 2014). Individuals with ASD may also have difficulties integrating and interpreting sensory information. Most individuals with ASD are hyper- or hypo- sensitive to their sensory surroundings, making everyday life more challenging (American
Psychiatric Association, 2013). Also, individuals with ASD are more likely to experience mental illnesses like anxiety and depression (Mazurek, 2014). Information about ASD and interventions and resources for individuals with ASD has increased throughout the past decades to alleviate the challenges faced by this population (Ackles et al., 2013). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 5
Students with ASD Entering College
Over the past two decades, K-12 educational programming and interventions for students with ASD have improved and now offer more intensive support (Ackles et al., 2013). The increase in intensive support allows more students with ASD to reach an academic level necessary for post-secondary education (PSE) (Ackles et al., 2013). Moreover, modifications to disability-related legislation have allowed for more educational opportunities for individuals with
ASD (Brett, 2018; Ebersold, 2008; Katsiyannis et al., 2009). Examples of legislation that have improved educational outcomes for students with ASD include the No Child Left Behind Act of
2001 and the Individuals with Disabilities Education Improvement Act of 2004 (Yell et al.,
2007). Thus, the number of students with ASD enrolling in college increases each year, with this trend expected to continue (Barnhill, 2016). Even though there is an increase in the number of students with ASD attending college, their attendance rates are still significantly less than the rates of typically developing students (Newman et al., 2011). Newman et al. (2011) found that individuals with ASD have the lowest enrollment rate in post-secondary programs at 44% compared to the general population at 67% and all disability populations at 60%.
Challenges for Students with ASD in College
Individuals with ASD face many obstacles and difficulties in post-secondary college settings. One problem that individuals with ASD in a PSE setting may experience is not knowing when or how to ask for help for academic or personal reasons (Anderson et al., 2017). Students with ASD may also struggle socially in a PSE setting and develop feelings of isolation or loneliness, increasing their risk for mental health problems (Anderson et al., 2017). Along with these difficulties, students with ASD may not disclose their ASD diagnosis to their university because they want to “fit in”; therefore, many students with ASD do not receive appropriate accommodations (Adreon & Durocher, 2007; Bell et al., 2017; Cox et al., 2017). Lastly, students RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 6 with ASD tend to find tremendous difficulties in on-campus dorm living as the residence hall can be over-stimulating and demands social participation (Ackles et al., 2013). These challenges lead to many students with ASD dropping out of college prematurely (Anderson et al., 2017).
Compared to the typically developing students’ graduation rate (52%), students with ASD are significantly lower at 39% (Newman et al., 2011).
Strengths of Students with ASD
Although individuals with ASD may face numerous trials in a PSE setting, many qualities could serve as strengths in a PSE setting. Frequently, individuals with ASD have above- average cognitive memory skills, which aids in studying for their classes (Drake, 2014; Gobbo &
Shmulsky 2012). Individuals with ASD also tend to be determined when doing activities they enjoy and are interested in, which could translate well to classes within their major if they are interested (Drake, 2014; Gobbo & Shmulsky 2011). Anderson et al. (2018) found that college students with ASD report that these strengths translate well into academics but not into college’s non-academic areas. Non-academic areas of PSE include socializing, dorm living, and mental health.
Benefits of Post-Secondary Education for Students with ASD
Post-secondary education is vital for individuals with ASD since it can lead to expanded job opportunities, higher income, and various other benefits (Hendrickson, 2013; Meeks et al.,
2016; Kraus et al., 2019). Individuals with ASD are often unemployed, underemployed, or employed in positions that are not suitable for their interests or skills (Miller et al., 2019). A study by Hendrickson et al. (2013) supports that individuals with ASD who attend college have increased job opportunities and earning potential compared to individuals with ASD who do not receive a PSE degree. A lack of PSE for those with ASD can be a barrier to beginning their desired career pathway (Rast et al., 2019). Employment is vital for those with ASD and can lead RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 7 to improved emotional well-being, greater independence, and boost mental health by decreasing anxiety and increasing self-esteem. (Meeks et al., 2016). When individuals with ASD obtain employment and income, it can reduce dependence on government aid and provide them more financial freedom and independence from family (Kraus et al. 2018).
Another benefit of PSE for individuals with ASD is the development of social and life skills. PSE gives individuals with ASD the opportunity to gain more independence and self- awareness while also learning to advocate for themselves (Anderson et al., 2017). An example of how individuals with ASD gain more independence in college is maintaining their living spaces and completing chores themselves if they live on campus. PSE requires students with ASD to initiate contact with disability services if they wish to receive accommodations and communicate with professors when they need help, developing their self-advocacy skills. PSE also allows individuals with ASD to study something they are passionate about, allowing them to pursue a profession that fulfills them (Anderson et al., 2017). Additionally, PSE gives individuals with
ASD the opportunity to meet others their age with similar interests (Anderson et al., 2017).
These benefits allow individuals to gain real-life skills and experiences to help them for the rest of their lives in their relationships, careers, and overall well-being.
The Residence Hall
Challenges for Students with ASD in the College Residence Hall
Because one specific area of the college experience that can cause extreme challenges for students with ASD is residential living (Ackles et al., 2013), the present thesis will explore residential living accommodations for students with ASD. Accommodations in this context are defined as changes to the residence hall that positively influence how individuals with ASD live in the residence hall. The challenging social, sensory, mental health, privacy, and executive functioning aspects of dorm living can prove to be great barriers for some students with ASD RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 8 and, without the proper support, can lead to academic failure (Ackles et al., 2013). For example, aspects of dorm living like roommates, organizing their own space, maintaining hygiene, and planning their schedule independently can be new and stressful experiences for many individuals with ASD (Ackles et al., 2013; Barnhill, 2016). Additionally, students with ASD may experience sensory overload in a dormitory setting, as there are not many quiet and secluded spaces to escape (Barnhill, 2016). Residential living stressors can often cause students with ASD to drop out of college and not reach their full academic potential due to the mental health, social, and sensory obstacles during dorm life (Ackles et al., 2013).
Although a college residence hall provides many challenges for individuals with ASD, it also can be a place of growth and success if accommodated correctly. If a residence life program with evidence-based support is created for college students with ASD, it can enable them to flourish both inside and outside the classroom. This statement is supported by the small improvements in student success seen in slightly accommodated programs and past research on autism-built environments (Ackles et al., 2013; Mostafa, 2015).
Hurley Hall
The present thesis is a descriptive study that will explore how college programs for students with ASD can create residence life programs to support these students’ unique needs.
The goal of this hypothetical residence hall would be to house college students with ASD along with their typically developing peers in an inclusive living-learning community on campus to provide a smoother transition into PSE. The areas of a residence hall explored in the present thesis include dorm room accommodations, sensory accommodations, social benefits, and mental health benefits. The hall will be referred to as “Hurley Hall.” The community of students housed in this hall will be a part of a living-learning community named “Together We Learn.”
Autism-Built Environments RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 9
Autism-built environments are a new concept in ASD-related research that seeks to design environments explicitly made for individuals with ASD and their needs (Gaines et al.,
2016; Kinnaer et al., 2016; Mostafa, 2015). There is currently limited research on how concepts of autism-built environments can be applied in a dorm room setting, but research about houses and classrooms can be adapted. Autism-built environments are critical because, as Ahrentzen &
Steele (2009) explain, the opportunity to live in conducive/accommodated environments can prevent certain difficulties experienced by individuals with ASD. The spectrum of autism is vast, so the living space must be adaptable for each student, allowing them to have control and make individualized decisions that make them feel comfortable (Mostafa, 2015). Dorm room accommodations for individuals with ASD should include elements that promote familiarity, dignity, healthy living, built-in privacy, and optional social opportunities (Ahrentzen & Steele,
2009). Examples of accommodations that will be discussed include partitions, different lighting options, and partial soundproofing.
Another aspect to consider when constructing an autism-built environment within a college residence hall are the sensory elements. Anderson et al. (2018) surveyed 59 college students with ASD and discovered that over half experienced sensory difficulties that negatively impacted their ability to succeed in academics. Every person with ASD has an individual relationship with sensory information, meaning it can be difficult to create over-arching accommodations (Brand & Gheerawo, 2011). Current residence halls at most colleges do not provide spaces like sensory rooms and escape rooms, leaving students with ASD only their dorm room to decompress and reset (Weintraub, 2020). Suppose a residence hall could be transformed into a conducive sensory environment through minor accommodations and sensory spaces. In that case, it is possible that the academic performance of college students with ASD could RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 10 improve if the college provides a more conducive environment to focus and manage tasks
(Mostafa 2015).
Social Relationships in the Residence Hall
Social relationships for individuals with ASD can be challenging due to their communication skill deficits, difficulty perceiving others’ emotions, fixated interests, and repetitive routine (American Psychiatric Association, 2013; WHO 1992; Baron-Cohen et al.,
2001). Although college students with ASD would be surrounded by people their age in a residence hall, it can still be isolating for them because of their lack of knowledge about initiating social interaction or because the typically developing students do not accept them
(Anderson et al., 2017). The LLC format can be especially helpful for college students with ASD as it provides them a safe and structured environment to develop social skills. The LLC would also allow college students with ASD to be surrounded by others with ASD, which research has shown to be beneficial because they feel more understood by their peers (Morrison et al., 2020).
Mental Health in the Residence Hall
Mental health is another important aspect of the college experience for students with
ASD. In college, students with ASD have reported feeling overwhelmed and experiencing anxiety and depression (Kuder & Accardo, 2017). In general, the transition from high school to college is a “peak period of onset of major psychiatric illnesses in typically developing individuals” (Pinder-Amaker, 2014); studies have shown that students with ASD are especially vulnerable to a spike in mental health problems like anxiety and depression (Cai & Richdale,
2016). At the moment, universities do offer mental health services, but they are not always consistent or useful enough for students with ASD (Nuske et al., 2019). The LLC structure can help combat the high prevalence of mental health disorders in college students with ASD because they provide students with a sense of belonging, increase their self-esteem, and protect RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 11 them from developing or worsening mental health (Hagerty et al., 1992; Hausmann et al., 2007;
McMillan & Chavis, 1986; Pittman & Richmond, 2007; Zaddach, 2013).
In conclusion, if a residence life program with evidence-based support is created for college students with ASD, it can help them flourish inside and outside the classroom. The present thesis will analyze how college residence life programs for individuals with ASD can be created through dorm room accommodations and sensory accommodations. These programs can also decrease adverse social and mental health outcomes.
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RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 16
Chapter II: Current Situation According to College Autism Network, as of 2020, 80 active PSE programs are designed for individuals with ASD in the United States (McDermott et al., 2020). This number includes both two-year and four-year programs and includes 80 out of the 4,567 colleges and universities in the United States (McDermott et al., 2020). The programs are present throughout the country, with the majority in the Mid-East region (PA, NY, DC, DE, NJ, MD) (McDermott et al., 2020).
The program must provide academic and social support designed especially for college students with ASD to be on the list (McDermott et al., 2020).
Current Research Findings
Over the past decade, there has been an increase in research conducted on the experiences of students with ASD in PSE settings with and without designed programs (Anderson et al.,
2017; Anderson & Butt, 2017; Cox et al., 2017; Gelbar et al., 2015; Taylor & Seltzer, 2010). A systematic literature review completed by Anderson et al. (2017) found that many programs were providing an excess of academic support services and not enough support in the social, emotional, and independent living aspects of college. Also, the accommodations for students with ASD were too general and not individualized nor accessible enough for most students to succeed (Anderson et al., 2017; Anderson & Butt, 2017). Reasonable accommodations are federally mandated through the Rehabilitation Act of 1973 within Section 504 (National Youth
Transitions Center, 2020). Post-secondary institutions must provide accessible living accommodations and equal educational opportunities for students with disabilities, but accommodations are not specialized for each disability (National Youth Transitions Center,
2020). Examples of academic accommodations include offering note-takers or interpreters during class lectures, extended test-taking time, and technology that allows for things like voice recognition or screen-reading (National Youth Transitions Center, 2020). Section 504 does not RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 17 mandate post-secondary institutions to provide accommodations that are specialized for specific students (National Youth Transitions Center, 2020).
The Perceived Stigma on Campus
Many college students with ASD are afraid to access services because they feel ashamed of their ASD diagnosis due to the lack of acceptance on campus (Cai & Richdale, 2016; Shattuck et al., 2014). Gelbar et al. (2015) surveyed 35 college students with ASD and found that nine students experienced disability discrimination in the form of teasing from professors and other students due to their ASD diagnosis. Anderson et al. (2017) discovered that 26% of the 23 studies reviewed reported bullying occurrences.
One factor that perpetuates the teasing and bullying is the stigma many students with
ASD face on-campus, which can prevent them from disclosing their disability to disability services (Anderson et al., 2017; Anderson et al., 2018). The stigma is felt both in and outside the classroom as classroom discussions about ASD were often insensitive or lacked perspective from actual people with ASD, making them feel stereotyped and exploited (Gelbar et al., 2015;
Sarrett, 2018).
Social Experiences and Services
Many individuals with ASD experience difficulties forming and maintaining friendships due to deficits in social abilities (Mazurek, 2014). The experiences of students with ASD support this claim, as the majority of college students with ASD experience loneliness and feelings of isolation on their college campuses (Anderson et al., 2018; Gelbar et al., 2015; Jackson et al.,
2018). Gardiner and Iarocci (2014) explain that the lack of friendships for those with ASD may result from typically developing students not being educated on the behaviors and challenges of those with ASD. Overall, this evidence of feeling loneliness and isolation on college campuses for students with ASD reinforces the need for more comprehensive support. RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 18
There are currently some college programs for students with ASD that are working to help their students strengthen their social skills. Some services used to increase the social skills and integration of college students with ASD include structured social skill courses and small group workshops led by specialists (California State East Bay, 2020; Mercyhurst University,
2020; Texas A&M University, 2020). Another example of social accommodations for students with ASD includes planned group social activities and peer mentoring programs (Western
Kentucky University, 2019; Mercyhurst University, 2020). Additionally, a small number of schools offer living-learning communities that house groups of students with ASD together alongside typically developing students to facilitate social interaction (Mercyhurst University,
2020; Texas A&M University, 2020). These accommodations have been shown to increase socialization and integration for students with ASD. Still, the number of colleges offering these services is small, so most students with ASD are receiving no aid for socializing in college. Also, the current programs are not offering many opportunities for socialization within the residence hall.
Mental Health Experiences and Services
Post-secondary students with ASD are also more prone to mental illnesses like depression and anxiety, in addition to their social difficulties and feelings of loneliness (Mazurek, 2014).
Jackson et al. (2018) surveyed post-secondary students with ASD (n = 56). They found that many experienced mental health disorders like generalized anxiety disorder (34%), social anxiety disorder (37%), obsessive-compulsive disorder (7%), a specific phobia (4%), and panic disorder
(2%). Compared to neurotypical students, college students with ASD also have increased suicidal ideation and attempts (Jackson et al., 2019). McMorris et al. (2019) explained that anxiety disorders could manifest into difficulties such as performance anxiety on exams, group RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 19 projects, and friendship making. For some students with ASD, their mental health difficulties become so severe that they end their academic careers prematurely (Knott & Taylor, 2014).
Specialized mental health services for college students with ASD are extremely rare, even if the college has an academic program for students with ASD (B. Bogoslavsky, personal communication, June 5, 2020; K. DeLaGarza, personal communication, June 11, 2020; Texas
A&M University, 2020; P. Berumen, personal communication, June 15, 2020). If a program for students with ASD does offer specialized mental health services for their students, it is either a designated counselor with a background in ASD or group therapy/support groups composed only of the students with ASD; but this is rare (D. Dennis, personal communication, June 7, 2020;
Western Kentucky University, 2019). Current programs offer direct mental health services but lack indirect support that protects against mental health problems, like resources that foster a sense of community, belonging, and acceptance. One form of these indirect mental health support that seems to be missing in current programs is residential living-learning communities.
While LLCs do not provide direct mental health services, they foster a sense of community and belonging, which can be protective against mental health problems (Spanierman et al., 2013;
Zaddach, 2013). In conclusion, the current literature shows that existing programs are not adequately equipped to support the needs of college students with ASD and that the current typical structure of a college environment is not conducive to the mental health needs of individuals with ASD.
Sensory Experiences and Accommodations
An additional stressor that individuals with ASD experience in a PSE setting are the sensory aspects. The sensory sensitivities that PSE students with ASD experience are not often addressed within programs or PSE institutions. PSE institutions are typically crowded spaces with minimal quiet and secluded areas, which may cause students with ASD to become RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 20 overwhelmed (Ackles et al., 2013). Sensory accommodations go beyond the required accommodations mandated by the 1973 Rehabilitation Act in Section 504, so many institutions do not see the need; however, programs must begin offering sensory accommodations for students with ASD to alleviate anxieties and stressors (National Youth Transitions Center, 2020;
Weintraub, 2020).
Recently, more PSE institutions have realized the importance of providing sensory- friendly spaces for students. The sensory rooms at these universities provide materials for neurodiverse students to make the space what they need (B. Bogoslavsky, personal communication, June 5, 2020). Students at universities with sensory spaces utilize them to help with stress and regain control of their emotions or to focus on course work (Weintraub, 2020).
Some universities have expanded beyond sensory rooms and added sensory-friendly options for the more overwhelming aspects of the college experience like the beginning of the year festivities or cafeteria dining (B. Bogoslavsky, personal communication, June 5, 2020; Kutztown
University, 2019). Although more universities are adding sensory spaces and accommodations, the majority of universities are still not offering resources here, and almost none are offering any in the residence hall.
Dorm Room Experiences and Accommodations
Accommodated residence halls are one of the rarest on-campus supports offered to college students with ASD. However, many programs offer support in coordinating with residence services to ensure the minimal accommodations provided by disability services. As mentioned earlier in this thesis, on-campus living can be a catalyst for students with ASD to drop out of college and not reach their full academic potential due to the mental health, social, and sensory challenges of dorm life, so universities need to offer support (Ackles et al., 2013).
Currently, there are various levels of accommodations being offered at a small number of RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 21 schools. Accommodations range from ASD-specific living-learning communities in dorms, the assurance of a single dorm in their freshman year, and one school offering activities of daily living support (California State East Bay, 2020; Mercyhurst University, 2020; Texas A&M
University, 2020; Western Kentucky University, 2019).
Although schools are beginning to offer these accommodations in on-campus housing, it is an extremely small number (McDermott et al., 2020). Additionally, none of these schools offer sensory accommodations through built-in structures within the dorms that alleviate the students’ sensory stressors. There is room for improvement for how residence halls could better accommodate students with ASD that could allow for improvements in socialization, academics, and mental health. The residence hall has the potential to be a place of growth and safety for students with ASD if the correct accommodations were emplaced. Recommendations for accommodations and services will be discussed in the upcoming chapters.
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RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 25
Chapter III: Dorm Room Accommodations Individuals with ASD perceive and interact with their environment differently than neurotypical individuals (Gaines et al., 2016; Kinnear et al., 2016; Nguyen et al., 2020).
Differences in perception and interaction are due to their altered sensory and cognitive perception (Gaines et al., 2016; Kinnear et al., 2016; Nguyen et al., 2020). Individuals perceive their environment using all of their senses (smell, sight, taste, touch, sound, vestibular, and proprioceptive), to comprehend sensory input, sensory integration and regulation must occur
(Gaines et al., 2016). Sensory integrative dysfunction is a common symptom of ASD where individuals cannot perceive and comprehend their environment effectively since processing information from many senses at once can be difficult or overwhelming (Gaines et al., 2016).
Hypersensitive versus Hyposensitive
As mentioned in the previous chapter, there are two categories that describe the way individuals process sensory information: hyposensitive and hypersensitive (Bogdashina, 2016;
American Psychiatric Association, 2013; Gaines et al., 2016; Kinnaer et al., 2016; Nguyen,
2020). When individuals with ASD are hyposensitive to their sensory surroundings, they are under-responsive to stimuli and may seek out more stimuli to regulate themselves (Gaines et al.,
2016). When an individual with ASD is hypersensitive to their sensory surroundings, they are often overwhelmed by standard sensory levels or are over-responsive to sensory stimuli (Gaines et al., 2016). Hyper and hyposensitivity to their surroundings can create regulation difficulties for individuals with ASD when they are not in environments conducive to their sensory needs, creating a need for more autism-friendly architecture and environments (Gaines et al., 2016).
Autism-built Environments
Autism-built environments are environments explicitly designed for the needs of individuals with ASD to make them more comfortable and successful (Gaines et al., 2016; RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 26
Kinnaer et al., 2016; Mostafa, 2015). These environments are critical because individuals with
ASD are not often given the opportunity to be in environments designed for their sensory needs and being required to fit into a non-conducive environment can negatively impact their quality of life (Brand & Gaudion, 2012; Gaines et al., 2016). Providing a conducive environment for individuals with ASD and maladaptive behaviors caused by sensory, behavioral, and mental health difficulties can be minimized (Gaines et al., 2016; Mostafa, 2015).
Currently, the research conducted on autism-built environments relates to classrooms, family homes, workplaces, and group housing for individuals with ASD (Ahrentzen & Steele,
2009; Gaines et al., 2016; Kinnaer et al., 2016; Mostafa, 2015; Nguyen et al., 2020). However, there is a lack of research on how autism-built environment findings could relate to residence halls at universities for college students with ASD. This chapter will explore how research findings on autism-built environments can relate to designing a residence hall for this population to alleviate stressors and challenges to increase academic success and quality of life. The residence hall discussed will be Hurley Hall.
Hurley Hall is not meant to be a wildly different space than the average college residence hall; instead, it is an accommodated version that makes it more conducive for students with
ASD. The accommodations included within Hurley Hall align with the concept of Universal
Design. Universal Design is designing with the intention of pushing designers to create new solutions that make something, whether a building or product, more accessible and inclusive to the greatest number of people (National Disability Authority, 2020). It calls for designers to be mindful of design choices and always to pick the more inclusive option (National Disability
Authority, 2020). Hurley Hall aligns with the values within Universal Design because it calls for colleges to provide spaces that would be conducive for the greatest number of students whether the students are typically developing or have ASD. RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 27
The Adaptability of the Space
One of the most important aspects of autism-built environments is making the spaces adaptable and customizable for each individual's needs (Nguyen et al., 2020). The autism spectrum is broad, and no two individuals have the same difficulties and challenges, even though they have the same diagnosis (Kinnaer et al., 2016). Therefore, no two college students with
ASD will have the same sensory or living preferences (Nguyen et al., 2020). Choices should be given to each resident since choice increases independence and feelings of autonomy and dignity
(Ahrentzen & Steele, 2009). It is best to create a sensory-neutral environment adaptable to the resident’s needs to create a starting point for the student to make the room their own (Brand &
Gheerawo, 2010).
Visual Stimulation
The first topic to discuss in terms of visual stimuli in the dorm room is the organization of furniture and belongings (Ahrentzen & Steele, 2009; Gaines et al., 2016). If the student is hypersensitive to visual stimuli, it may be beneficial to compartmentalize the room into smaller spaces to minimize distractions in their surroundings (Ahrentzen & Steele, 2009; Gaines et al.,
2016). It could help create a flexible space that can be made into smaller spaces when the student wishes.
One way to create a flexible space is to install partitions either into the wall or with collapsible ones that can be stored behind furniture until needed (see Figure 1). If a partition is installed between the living and workspace, the student could pull it out when completing schoolwork, thus hiding their living space. The separation of the two spaces would reduce sensory distractions, which encourages concentration on their work (Gaines et al., 2016;
Mostafa, 2015). Additionally, many individuals with ASD who are hypersensitive find smaller RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 28 spaces, like that created through the partition, more comforting as large spaces can create feelings of uncertainty (Ahrentzen & Steele, 2016).
Partitions also help delineate between functions of spaces within the dorm room.
Research shows that when mono-functional spaces are implemented in the living spaces of those with ASD, space can become associated with the function, thereby promoting positive behaviors in each space (Ahrentzen & Steele, 2016; Mostafa, 2015). If the partition communicates the difference between the two parts of the room, the student would associate the living side with sleeping and relaxing and the work side with doing homework (Ahrentzen & Steele, 2009).
It is also essential to create ample storage that can be covered for students with hypersensitivity to visual stimuli (Gaines et al., 2016). The goal of covered storage is to make possessions out of view, decreasing the number of visual stimuli in the room and provide a sense of order (Brand & Gheerawo, 2010; Gaines et al., 2016; Kinnaer et al., 2016). Storage also helps students with daily living activities, as finding specific belongings will be straightforward
(Gaines et al., 2016). One way to customize the storage to the student's needs is to make it possible to uncover the storage to display their belongings when they feel comfortable. The ability to display personal possessions helps reinforce students’ sense of self as they feel their room represents their passions (see Figure 2) (Ahrentzen & Steele, 2009; Kinnaer et al., 2016). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 29
Although visual hypersensitivity is common, many individuals with ASD are hyposensitive to their visual surroundings. Students with visual hyposensitivity would not benefit from limiting visual stimuli as they seek visual input, displaying the importance of customizable environments (Kinnaer et al., 2016). These individuals may prefer to see all of their belongings at once, so these students can leave the storage units opened to display their possessions (Kinnaer et al., 2016). As for the partitions, the students with hyposensitivity to visual stimuli may prefer not to use them to increase stimulus. The students may also add decorations to the partition to provide additional stimuli if wanted.
The colors used in the space should consist of more neutral tones, and furniture materials should be natural (Ahrentzen & Steele, 2009; Mostafa, 2015). Color choices are important as some colors, specifically bright ones, agitate individuals with ASD who are visually hypersensitive (Ahrentzen & Steele, 2009). The dorm room’s color should be a neutral warm tan, as this is both gender and sensory neutral (Wright, 2020). Additionally, the dorm room walls’ color should be carried into the hallway and common areas, as unnecessary changes in the environment are challenging for individuals with ASD (Ahrentzen & Steele, 2016). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 30
As for furnishing materials, natural and durable materials like wood, tile, and linoleum should be utilized and left their natural colors to keep visual stimuli to a minimum (Ahrentzen &
Steele, 2009; Mostafa; 2015). Materials with many details and decorations should be avoided for permanent furnishings, as it may cause distracting fixation for the students with ASD because they process details at a heightened level compared to their neurotypical peers (Ahrentzen &
Steele, 2009; Ahrentzen & Steele, 2016). It is vital to ensure there is enough sensory stimulation to keep the individual engaged in their surroundings; therefore, everything in the room should not be the same color or material as this is monotonous (Ahrentzen & Steele, 2009).
Another aspect of visual sensory input is the rooms’ lighting, as it can influence how space is perceived and understood (Gaines et al., 2016). Artificial lighting can be overwhelming and increase stress/problem behaviors for many individuals with ASD who experience visual hypersensitivity (Gaines et al., 2016). Artificial fluorescent lighting causes difficulties because it flickers and produces bothersome low-frequency sounds, yet it is not possible to rely solely on natural lighting (Gaines et al., 2016; Landon et al., 2016). Gaines et al. (2016) assert that soft artificial lighting with adjustable dimmers should be used for individuals with ASD because it allows them to set the lighting to their preference. Ahrentzen and Steele (2009) further suggest indirect lighting because it reduces glare and decreases visual stimulation. Students should be encouraged to bring personal lighting if they enjoy an overabundance of lighting and want it to be more direct (Ahrentzen & Steele, 2009).
When compared to artificial lighting, natural lighting has an overall more positive effect on people as studies have shown it reduces stress and feelings of discomfort while improving overall attitude and performance (Edwards & McKelfresh, 2002; Gaines et al., 2016). Natural lighting poses issues as windows provide additional visual sensory input because it allows the user to look into their outside environment (Gaines et al., 2016). Gaines et al. (2016) suggest RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 31 using clerestory windows or strategically placed traditional windows to reduce visual distractions. Traditional windows can be used in the dorm room with frosted coverings, as this will allow ample natural light while reducing the sensory stimulation. Clerestory windows should be used in the common rooms.
Auditory Stimulation
Individuals with ASD can be hypersensitive and hyposensitive to auditory stimuli
(Gaines et al., 2016; Kinnaer et al., 2016; Landon et al., 2016). Those who are hypersensitive are overwhelmed or distracted by seemingly ordinary noise. Simultaneously, individuals who are hyposensitive seek additional auditory stimulation by creating sound and may be less responsive to certain noises (Gaines et al., 2016). Auditory stimuli are especially important to regulate since research studies show it is the highest sensory-related disturbance for individuals with ASD
(Robertson & Simmons, 2015). One study done by Landon et al. (2016) reported that adults with
ASD might feel physical pain, experience distraction, increased anxiety, or problem behaviors when exposed to certain sounds. Also, adults with ASD might isolate themselves and avoid certain situations to prevent experiencing stress from auditory stimuli (Landon et al., 2016).
Although it is important to limit the auditory stimulation in the residence hall for college students with ASD, it must not be completely void of noise as this is not a realistic setting
(Mostafa, 2015). For example, the dorm room walls should not be made of materials that completely soundproof the room; instead, materials that only buffer and lower auditory distractions (Mostafa, 2015). Materials like acoustic panels can be hung to control and reduce noise (Ahrentzen & Steele, 2009), and double as cork boards where students who are hyposensitive to visual stimuli can add more visual decorations. Furniture made of wood should be used as wood absorbs sound effectively (Gaines et al., 2016). Additionally, carpeted area rugs can reduce room noise and add personal style to a room (Ahrentzen & Steele, 2009). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 32
Certain bothersome sounds for individuals with ASD include mechanical sounds from appliances and ventilation systems (Ahrentzen & Steele, 2009). One way to reduce noise for appliances, such as washing machines, is to ensure they are tightly mounted on level ground to prevent the machine’s shaking or bouncing (Ahrentzen & Steele, 2009). If possible, Ahrentzen and Steele suggest silent ventilation systems to reduce background noise in living spaces (2009).
Throughout the residence hall, sensory zoning should be utilized. Sensory zoning is the concept of placing high auditory stimulus spaces away from low stimulus areas (Mostafa, 2015).
An example of how sensory zoning can be used in the dorm by placing areas like the common space, laundry room, and mailrooms away from quiet spaces like study rooms, bedrooms, and sensory rooms. Sensory transition zones, like a transition hallway with two doors, can buffer noise bleeding (see Figure 3) (Ahrentzen & Steele, 2009).
Tactile Stimulation
Tactile stimuli are another critical aspect of the sensory experience to consider when designing a residence hall for college students with ASD. Tactile stimuli include touch, texture, pain, temperature, and pressure (Gaines et al., 2016). Crane et al. (2009) found that among the RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 33 individuals with ASD they surveyed, 96% experienced sensory dysfunction, with the majority experiencing tactile sensitivities. Individuals with ASD may experience tactile sensations more or less intensely than neurotypical individuals and can be either hypo or hypersensitive to tactile stimuli (Crane et al., 2009).
In general, soft surfaces are more soothing than hard or rough surfaces for most individuals with ASD (Childers & Peck, 2010). Soft materials can also help protect from injury, and they absorb sound more effectively (Gaines et al., 2016). Examples of soft objects include furniture in common areas, soft padded wall corners, and flooring options. Additionally, smooth surfaces provoke more positive feelings than rough surfaces for individuals with ASD (Zuo et al., 2004). Furniture within dorms should be finished appropriately to ensure smooth glossy textures. Students would be encouraged to bring their preferred soft materials for bedding and pillows. If a student prefers rough surfaces, resources can be provided to provide that stimulus.
Another important factor to consider when designing a residence hall for students with
ASD is the temperature. Individuals with ASD may struggle to balance and regulate their temperature, and inconsistent temperature changes may increase stress (Heller et al., 2002).
Individuals with ASD must have autonomy in choosing the temperature they prefer for their living space with personal units in rooms (Nguyen et al., 2020).
Proprioceptive and Vestibular Stimulation
Two other important sensory functioning areas to consider when creating a residence hall for college students with ASD are the proprioceptive and vestibular senses. The proprioceptive sense is responsible for receiving input from the muscles and joints to create a sense of body awareness of movement and pressure (Bogdashina, 2016). The vestibular system contains the sense organs that deal with balance and gravity while also providing visual stability (Bogdashina,
2016). These “inner senses” affect the visual and spatial perception of one's environment RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 34
(Bogdashina, 2016; Gaines et al., 2016). Individuals with ASD have weaker vestibular and proprioceptive systems, hindering their ability to perceive their environment and position in space (Gaines et al., 2016). Therefore, individuals with ASD may have poor depth perception and may experience increased clumsiness than their neurotypical peers (Mostafa 2015; Gaines et al., 2016).
Similar to the other senses, individuals with ASD can be hypo or hypersensitive to proprioceptive and vestibular sensations (Gaines et al., 2016). When an individual is hypersensitive to these senses, they may have difficulty navigating and perform rigid movements while also having an aversion to changes in movement (Gaines et al., 2016). When individuals are hyposensitive to these senses, they may desire constant movement but tire quickly while also taking more time to adjust to new movements (Gaines et al., 2016).
One of the significant factors to consider when designing spaces for the proprioceptive and vestibular needs of college students with ASD is the use of materials. Individuals with ASD may be deliberately or unintentionally rough with material items, especially hyposensitive individuals (Kinnaer et al., 2016; Ahrentzen & Steele, 2009). Also, individuals with ASD may perform intense movements like jumping, running, and pacing to comfort themselves when overwhelmed; therefore, durable materials like wood should be used in the residence hall
(Ahrentzen & Steele, 2009). Also, as mentioned before, individuals with ASD may experience more clumsiness, so non-slip flooring materials in vulnerable areas like the bathroom should be implemented (Ahrentzen & Steele, 2009).
Another essential aspect to consider when individuals with ASD have difficulties with proprioceptive and vestibular input is safety. Their possible lack of spatial navigation can hinder their ability to exit the building in the case of an emergency as the residence hall hallways may be indistinguishable from one another, making it seem like a maze. (Ahrentzen & Steele, 2009). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 35
Exit pathways should be clearly outlined and highlighted throughout the hall to ensure safety in an emergency (Ahrentzen & Steele, 2009). Also, talking alarms are effective as they explain the situation to the students for more clarity instead of simple noises (Ahrentzen & Steele, 2009).
Roommates
The roommate experience can be a beneficial experience for some students, but it is not the best option for every college student (Ackles et al., 2013). Often, college students with ASD are assigned single rooms as a part of their accommodations, but for some students with ASD, this can be isolating while extremely beneficial for others (Ackles et al., 2013). Every individual with ASD is different, so there must be options when deciding if they should have a roommate.
Research has shown that individuals with ASD in group home settings prefer and thrive more when they have a single bedroom (Nguyen et al., 2020; Gaines et al., 2016). A single bedroom allows individuals with ASD to have space where they can decompress to achieve a balance of privacy and community while having full control of sensory input (Ackles et al.,
2013; Ahrentzen & Steele, 2009; Gaines et al., 2016). An apartment-style dorm or suite-style may be best for college students with ASD to create a balance of privacy and community (Ackles et al., 2013). Apartment-style dorms allow students to share a living room, but each has their respective bedrooms (See Figure 4). A shared living space ensures the student is not isolated while also allotting them a space to escape when needed. Similarly, in a suite-style dorm, two dorms are connected through a bathroom that the two students share. While a suite-style does have shared space, a bathroom is not necessarily a space for community, so the apartment-style may be more effective at creating a balance between community and privacy. RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 36
Additional Spaces in Residence Hall
Common Room
The last aspects of the residence hall concerning autism-built environments to discuss in this chapter are the communal spaces. It is best to design communal spaces with the most sensitive residents in mind (Ahrentzen & Steele, 2016; Gaines et al., 2016). There should be various spaces within the residence hall for students to meet and socialize, with each space having a purpose (Ahrentzen & Steele, 2009). Some common spaces typically found in college residence halls include large open common areas, smaller study rooms, and classrooms.
The dorm’s common room should be a space where residents can meet, interact, and participate in social activities. Interacting in large groups can cause stress for some individuals with ASD, so the room must not add any unnecessary stressors. It is crucial that the common room has ample space and not be crowded with furniture or decorations to minimize visual input
(see Figure 5) (Nguyen et al., 2020). There should be clear exits within the common room so the student can quickly leave if overwhelmed (Kinnaer et al., 2016). The common room should also be visible from the outside so students with ASD can look into the room before entering; this can RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 37 help alleviate the anxiety of walking into the unknown (Ahrentenzen & Steele, 2009; Gaines et al., 2016).
Similarly, some college students with ASD may be apprehensive about joining the group immediately after entering the room, so it is vital to include chairs and nooks on the perimeter to observe the situation before joining (see Figure 6) (Ahrentenzen & Steele, 2009; Gaines et al.,
2016). The communal space should also have a unique landmark with which the student can associate the room (Gaines et al., 2016). A unique landmark, like a curved wall, may help trigger prosocial behaviors appropriate for the common room, thus helping the transition from the private to public areas (Gaines et al., 2016). There should also be access to smaller, more private spaces that students can reserve to spend time with a select group of people, to allow students to feel control over their social experiences and help ease anxiety.
Academic Spaces Additional spaces to include in the residence hall include a study room and a classroom.
A study room would allow for students to have a space that is solely dedicated to doing classwork. According to Ahrentzen and Steele (2016), having mono-functional spaces increases the prevalence of appropriate behaviors that align with the space; therefore, having a space meant only for studying may increase studying behaviors. The study room furnishings should be kept to a minimum as minimal sensory information can increase concentration and performance RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 38
(see Figure 7) (Mostafa, 2015; Gaines et al., 2016). The room should only consist of desks, tables, and chairs. Carrel desks should be provided as well for students who want fewer distractions or a more confined space. A traditional style classroom is recommended within the residence hall for social programming or classes. Lastly, when designing a residence hall that would house individuals with ASD, it may be beneficial to include therapeutic sensory spaces.
Ideas for sensory spaces will be discussed in the next section.
In conclusion, by adapting current research on autism-built environments to a college residence hall through numerous accommodations. Research suggests that accommodations like those discussed can improve college students’ overall quality of life with ASD. Once again,
Hurley Hall is not meant to be wildly different from a typical residence hall, but instead designed to be conducive for the greatest number of students. As mentioned before, improvements in the residence hall could lead to improvements in students’ social life, academic performance, and mental health with ASD.
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RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 41
Chapter IV: Sensory Spaces and Resources Sensory Experiences for Individuals with ASD
Barakat et al. (2019) explain effective sensory integration as the "power to understand, organize, and feel sensory data from the environment and body" (p. 353). As mentioned in chapter three, individuals with ASD experience difficulties integrating sensory input from their surroundings (Gaines et al., 2016; Nguyen et al., 2020). Sensory disintegration can cause an increased prevalence of repetitive and stereotypical behaviors in individuals with ASD, which hinders their participation in everyday life (Lawson et al., 2014).
Therapeutic Sensory Spaces
Sensory Integration Therapy
Sensory integration therapy (SIT) is a therapeutic method that works to increase the functioning of sensory processing and integration and is commonly used with individuals with
ASD (Case-Smith et al., 2015). SIT can take many forms, including exposure to sensory integrative rooms and spaces like multi-sensory or Snoezelen rooms (Chalmers et al., 2012;
Gaines et al., 2016; Novakovic et al., 2019). Miller et al. (2009) explain that active engagement with the sensory environment is a prerequisite for change in sensory neural processes and positively affects those of all ages by helping organize behavior and increase adaptive behaviors.
SIT in multi-sensory rooms utilizes design elements that engage all senses to promote behavioral changes (Miller et al., 2009; Novakovic et al., 2019). Examples of design elements include dimmable or colored lighting, textured wallpaper, or speakers to play music or sounds of nature.
Sensory spaces benefit an individual's sensory integration and improve mental health and social skills while promoting relaxation and emotional regulation (Novakovic et al., 2019; Chalmers et al., 2012).
Benefits of Multi-sensory Rooms RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 42
Novakovic et al. (2019) performed a study to examine the effects multi-sensory environments have on individuals with ASD. The participants had access to sensory objects that stimulated all their senses, and the exposure was integrated into their daily schedule (Novakovic et al., 2019). Results from Novakovic et al.’s (2019) study showed the group exposed to the multi-sensory room experienced improvements in stereotyped and repetitive behaviors and became more adaptive to changes in their environment than before the study. The group also displayed improvements in self-regulation and sensory modulation and increased positive emotions (Novakovic et al., 2019). The group with no exposure to the multi-sensory room showed no improvements in any areas of functioning, highlighting how spaces like multi-sensory rooms can positively affect the lives of individuals with ASD (Novakovic et al., 2019).
Multi-sensory environments can also aid in alleviating symptoms of mental illness as they can help reduce overall stress and anxiety (Chalmers et al., 2012; Hauck et al., 2008; Knight et al., 2010; Lloyd et al., 2014; Novak et al., 2012). Research has shown that users of multi- sensory environments report increased safety and comfort while in the rooms and explain that these spaces allow them to escape or reflect on their feelings of anxiety and stress (Cavanagh et al., 2018). Additionally, users of multi-sensory spaces reported using multi-sensory rooms increase their motivation to complete tasks as they feel less overwhelmed when leaving
(Cavanagh et al., 2018). The purpose of this chapter is to explore how therapeutic sensory spaces could be implemented into a college residence hall like the hypothetical Hurley Hall. These spaces would not be reserved for only the students with ASD but all students within the residence hall. By allowing both students with ASD and typically developing students to utilize the rooms prevents the rooms from being stigmatized as both populations are allowed to enjoy the space equally. RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 43
Multi-sensory Room in a Residence Hall
Over the past decade, there has been an increase in the prevalence of sensory spaces on college campuses. Sensory spaces can be an essential resource for college students with ASD as they can provide an escape from the overwhelming atmosphere of a campus (Cavanagh et al.,
2018). Sensory spaces and resources within the residence hall setting would give students constant and easy access to sensory resources to improve their daily life. The resources in Hurley
Hall would include a multi-sensory room, an escape room, and a sensory closet.
The residence hall’s multi-sensory room should act as a place for students to escape and modulate sensory stimulation to their specific needs through customizable experiences like playing audio through noise-canceling headphones (Brand et al., 2012). Students who are hyposensitive to their sensory surroundings especially benefit from multi-sensory rooms, as it allows them to seek stimulation in a safe environment and decreases engagement in dangerous seeking behaviors (Gaines et al., 2016). Also, the rooms are designed in a way that invites typically developing students and does not exclude them from benefiting from them. In other words, these spaces should be designed with the tenets of Universal Design that allows the most amount of students to benefit from them.
Structure and Materials of the Multi-sensory Room
The room must be adaptable and dynamic, allowing the space to change depending on the user to provide a sense of control while engaging all senses (Brand et al., 2012; Gaines et al.,
2016; Mayersen et al., 2019). Also, a multi-sensory room should be a "failure-free environment" where activities do not demand anything from the user (Cavanagh et al., 2018, p. 53; Hulsegge &
Verheul, 1987). Lastly, the room must be safe as individuals with ASD may be unintentionally rough with materials or need space to do larger gross motor movements (Mayersen et al., 2019). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 44
The multi-sensory room's placement within the residence hall must not be close to any of the building’s bustling areas, like the common room (Brand et al., 2012; Gaines et al., 2016).
The room itself should be open at all times for the students to use. Some individuals may want their multi-sensory room experience to be a solitary experience, so smaller reservable spaces within the room can be delineated to provide privacy (Mayersen et al., 2019). Tents, hanging fabric, or partitions can break up the space (Brand et al., 2012). Also, sensory materials should be organized to give the room a sense of clarity, and furniture arrangement should allow for movement throughout the room (Brand et al., 2012).
Materials and lighting for the multi-sensory room should be chosen carefully for the room’s sensory and functional needs (Brand et al., 2012). The room should not have windows as the purpose of the space is to escape uncontrolled sensory input and provide a sense of seclusion, so artificial lighting is required (Mayersen et al., 2019). Lighting must be dimmable and adjustable to users' needs (Brand et al., 2012). The flooring used in the multi-sensory room should be both comfortable to sit on as the multi-sensory room is interactive and requires free movement (Brand et al., 2012). Materials like rubber or foam tiles would be effective choices
(see Figure 8).
RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 45
Tactile Sensory Tools
Materials that engage the tactile sense are among the most common tools used in multi- sensory spaces. One of the significant ways tactile stimuli get administered is through pressure, which is a sensory input frequently desired by individuals with ASD (Bogdashina, 2016). The multi-sensory room should have tools like weighted blankets, weighted vests, large body pillows, and dense gym mats to satisfy the desire for deep pressure (Bogdashina, 2016). Students with
ASD can use these tools by placing or wrapping themselves in them to create the desired experience (Bogdashina, 2016).
Another way to incorporate tactile stimuli into the room is a tactile texture wall that uses
3D objects of different textures and sizes to create various sensations when the user touches it
(Gaines et al., 2016). The tactile wall can consist of everyday objects, like felt balls or aluminum foil. Lastly, things like massage and vibrating chairs can be used to provide a less demanding tactile experience (Novakovic et al., 2019).
RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 46
Visual Sensory Tools
As for visual stimulation, various materials can stimulate the visual sense. Bubble tubes are one example as they visually stimulate the user when they track the bubbles and objects within the casing while the elements change colors (Haegele & Porretta, 2013). Projectors can be an especially beneficial tool as students can decide what they wish to project to fit their needs and wants (Novakovic et al., 2019). The multi-sensory room walls should be a neutral color, so it does not interfere with projected images. Fiber optic curtains provide visual stimulation as they can light up and change colors while being manipulated to create different shapes (Novakovic et al., 2019).
Auditory Sensory Tools
The auditory sense is another essential part of a multi-sensory experience. Utilization of tools like speakers, headphones, and instruments are effective ways to engage the auditory sense RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 47
(Novakovic et al., 2019). Headphones are especially useful for auditory stimulation as they allow each student to customize the auditory input they are receiving. Noise-canceling headphones can also reduce noise if they wish to focus on other senses. Musical instruments can also be useful as they allow the student to create sounds while also providing a sense of control.
Olfactory Sensory Tools
The fourth sense to engage within the multi-sensory space is the olfactory sense. Past research has shown differing olfactory reactivity levels in individuals with ASD (Bennetto et al.,
2007; Dudova et al., 2011; Suzuki et al., 2003; Tavassoli & Baron-Cohen, 2012). Research suggests against using materials with strong odors to create a more neutral environment due to the prevalence of olfactory hypersensitivity in individuals with ASD (Brand et al., 2012).
Therefore, the room should have a neutral smell but have resources for engaging the olfactory senses in a private manner. Tools like scent jars or essential oil rollers can create an isolated olfactory experience where the user can take in the stimuli without exposing others to it
(Bogdashina, 2016; Mayersen et al., 2019). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 48
Proprioceptive Sensory Tools
Another area of sensory stimulation that is important to include within the multi-sensory room is proprioceptive stimulation. The proprioceptive senses are stimulated by the compression and contraction of muscles and joints through body movements (Yunus et al., 2015; Peterson et al., 2018). Typical forms of engaging the proprioceptive sense include exercise, joint compression, pressure, bouncing, and jumping (Mayersen et al., 2019; Peterson et al., 2018;
Yunus et al., 2015). As the multi-sensory room is a calming place, heavy exercise should not be encouraged within the space. However, exercises like yoga and stretching are quiet but actively engage the proprioceptive sense through joint activation (Holland, 2017). The room should have ample floor space to allow for quiet exercise to not intrude on other users' space. If students desire heavy exercise to receive proprioceptive input it can be suggested for them to schedule time at the university gym to incorporate this input into their everyday life. Weighted vests have shown to be useful for engaging proprioception in research as they calm the central nervous system through deep pressure (Foster, 2017). Also, therapy balls allow students to activate muscles by bouncing on the ball and are quieter than jumping on a trampoline (Peterson et al.,
2018).
Vestibular Sensory Tools RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 49
The last area of sensory stimulation to consider when constructing a multi-sensory room is vestibular stimulation. The vestibular system handles balance and coordination and is stimulated when the body moves at any speed or direction (Peterson et al., 2018; Yunus et al.,
2015). Therapy balls are one of the most effective forms for vestibular stimulation as they require balancing on an uneven surface (Yunus et al., 2015). Another form of vestibular stimulation includes spinning, which can be performed in a swing, chair, or objects like scooter boards (Peterson et al., 2018).
Sensory Escape Room
A sensory escape room is a space void of excess sensory stimulation (Gaines et al.,
2016). Escape and multi-sensory rooms are meant to complement one another and provide different experiences for different purposes (Gaines et al., 2016). An escape room provides a space where users who are hypersensitive to their sensory surroundings can retreat and be in solitude to reset and refocus (Gaines et al., 2016; Humphreys, 2005; Kinnaer et al., 2016).
As the escape room is a space where the student can be alone, the room should be compartmentalized, so each space has a one-person capacity. If demand for the room is above RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 50 the compartments' capacity, the spaces can become reservable, or the room can be compartmentalized more. Materials like sensory blackout tents, partitions, curtains, or bookcases can separate the room into compartments. The escape room should be placed on a quiet side of the residence hall to prevent any noise from bleeding into the space (Gaines et al., 2016).
The furnishings and textures should be minimal within the escape room (Gaines et al., 2016).
Each compartment will only have a place to sit, whether it be a couch, beanbag, or chair, and the furnishing should be soft (Gaines et al., 2016). The room’s lighting should be indirect and kept dim (Gaines et al., 2016). Additional lighting options like lamps can be placed in the compartments to add further customization. Also, the students will have access to noise- canceling headphones and eye masks if desired (see Figure 14).
Sensory Closet
Another resource to provide within a residence hall for college students with ASD is a sensory closet. The purpose of a sensory closet would be to provide students with resources to bring into their rooms to provide the sensory stimulation they need. The closet allows the multi- sensory room to maintain its resources. Examples of useful materials to include are weighted vests and blankets, wobble cushions, therapy balls, hand fidgets, and texture brushes (see Figure RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 51
15). These materials are portable and require no setting up, making them feasible for students to bring into their spaces. Past research has shown that materials like therapy balls can increase attention and on-task behavior for students with ASD as it provides them stimulation while working on tasks (Krombach & Miltenberger, 2020). Therefore, having access to therapy balls while they complete their homework in their room could increase productivity for college students with ASD, displaying the possible beneficial impact a sensory closet could have on the students.
In conclusion, providing sensory spaces and resources for college students with ASD in their residence hall can provide many benefits. These resources can provide students with the opportunity to explore what helps them and increase their self-awareness and self-advocacy skills to advocate for their needs. Additionally, these spaces would allow students to regain control of their emotions and focus on studying and socializing within a residence hall’s sometimes stressful environment.
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RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 57
Chapter V: Social Life in College This chapter aims to explore the social difficulties experienced by individuals with ASD and how they can translate into college-life. This chapter will also explore how a living-learning community can provide social benefits for college students with ASD. The accommodations will be discussed in terms of the previously discussed Hurley Hall in the Together We Learn Living-
Learning Community.
Social Difficulties Experienced by Individuals with ASD
Individuals with ASD encounter numerous difficulties in social interaction and social communication, which can hinder their experiences in social relationships (American Psychiatric
Association, 2013). The difficulties may manifest as challenges maintaining two-way conversations, abnormal social approaches, lack of initiation in social interactions, non-verbal communication deficits, and difficulties adjusting behavior to social context (American
Psychiatric Association, 2013). Individuals with ASD may also be less interested in sharing their interests with others, making it harder for connections to form (American Psychiatric
Association, 2013). Social challenges increase as the individual gets older and peers’ social skills advance (American Psychiatric Association, 2013; Roberts & Birmingham, 2017).
Young adulthood is when services and exposure to peers for individuals with ASD drop off as high school ends (Siew et al., 2017). Research has shown that adults with ASD have fewer peer relationships and participate in fewer social activities than their typically developing peers
(Orsmond et al., 2004). Liptak et al. (2011) found that from their sample of individuals with
ASD (n = 725) ages 17-21, 55% had not spent time with a friend in the past year, and 64% had not communicated with a friend or peer on the phone in the past year, displaying how the majority of young adults with ASD are socially isolated.
Reasons for Social Isolation RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 58
A common misconception is that individuals with ASD prefer to be alone (Gaus, 2007).
Although individuals with ASD find difficulties in social interactions, they sometimes desire social interaction and social approval more than their neurotypical peers as they have experienced so much rejection (Müller et al., 2008; Williamson et al., 2008). Individuals with
ASD often get rejected by their peers through their primary and secondary education as their peers see them as “different” or “weird” (Kasari et al., 2011). Rejection can take the form of bullying and exclusion from social groups. Isolation often happens for individuals with ASD due to their lack of social knowledge and skills rather than a desire to be alone (Maddox & White,
2015). Additionally, many individuals with ASD lack the confidence to attend social events independently as these events come with the uncertainty of not knowing who else will be there or what conversations will take place (Roberts & Birmingham, 2017).
Social Anxiety Disorders in Individuals with ASD
Another reason adults with ASD experience social difficulties is that they show significantly higher rates of Social Anxiety Disorder (SAD) than neurotypical adults (Loveland
& Bonnen, 2012; Lugnegard et al., 2011). SAD is defined as a condition where the individual experiences abnormally high anxiety levels surrounding social situations and therefore avoids social interaction (Maddox et al., 2015). Common symptoms include physiological arousal like sweating or increased heart rate in social situations, avoidance of eye contact, and negative thought processes (Corden et al., 2008; Tyson & Cruess, 2012). Maddox and White (2015) found that of their sample of 79 adults with ASD, 50% of them qualified for a co-morbid diagnosis of social anxiety disorder. Research has shown that individuals with ASD show an increased prevalence of SAD, which may be due to their awareness of their social difficulties. This awareness increases their social interaction anxiety as they do not want to do the wrong thing and RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 59 get rejected (Kuusikko et al., 2008; White et al. 2015; Williamson et al. 2008). A cycle is created where they do not learn the necessary skills because they avoid social situations due to their SAD
(Kuusikko et al. 2008; White et al. 2015; Williamson et al. 2008).
Benefits of Social Interaction
Despite the difficulties, individuals with ASD benefit greatly from social relationships, as they had been shown to increase their quality of life (Renty & Roeyers, 2006). Social interaction also helps build social skills applicable in settings like the classroom and the workplace (Cullen 2015). A sense of belonging within a social network is associated with decreased anxiety and depression symptoms, common issues individuals with ASD experience
(Mazurek, 2014).
Social Interaction in College for Students with ASD
College can be an incredibly stressful experience socially for students with ASD. College presents an entirely different set of social expectations than high school, especially because students live on campus, and there are no parents to help (Cook et al., 2017). Social accommodations are not often offered through disability services in colleges, so students with
ASD often struggle (Roberts & Birmingham, 2017). It is common for college students with ASD to describe feeling like outsiders in their campus community (Fleisher, 2012). Students with
ASD frequently report feelings of extreme loneliness in college, which negatively impacts all areas of their life, even academic performance (Roberts & Birmingham, 2017). Additionally, students with ASD may be over-eager to make friends, making them vulnerable to peer pressure, peer victimization, bullying, and sexual exploitation (Humphrey and Symes 2010; Sullivan and
Caterino 2008).
Living-Learning Communities RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 60
One tactic used to promote social integration and community for college students is a living-learning community (LLC). LLCs are prevalent in colleges and are defined as a group of college students with similar interests, both academic and non-academic, who live in the same residential floor or building to promote community and collaboration (Haynes & Janosik, 2012).
Common examples include honors college LLCs, or LLCs consisting of students of the same minority. Students within LLCs typically take courses together and have similar goals in what they wish to learn (Haynes & Janosik, 2012).
Benefits of Living-Learning Communities
Previous research conducted with typically developing college students has shown that
LLCs improve academic performance and student to faculty interaction while increasing student engagement and retention and easing the social transition to college (Astin, 1997; Pike, 1999;
Ward & Commander, 2011; Zhao & Kuh, 2004). LLCs have pros and cons because though an
LLC provides students a richer support system earlier in college, it can be isolated from the rest of the campus (Arensdorf & Naylor-Tincknell, 2016). Additionally, LLCs may provide an environment for cliques to form and cause social conflict and stress between students (Arensdorf
& Naylor-Tincknell, 2016). Generally, however, the benefits seem to outweigh the consequences as students in LLCs have been found to have more opportunities and connections than students not in LLCs (Arensdorf & Naylor-Tincknell, 2016).
Together We Learn Living-Learning Community
The LLC structure was chosen for the hypothetical Hurley Hall and will be titled the
Together We Learn LLC. The LLC structure was chosen because it will provide first-year students with ASD an assisted social transition into college as they will have an immediate sense of community. Students housed within the LLC would include the first-year students with ASD, RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 61 non-first year students with experience working with individuals with ASD or who have a related major, previous first-year students with ASD who wish to stay in the community, and first-year typically developing students who are interested in living in a neurodiverse environment. The residential assistants in the hall would be the non-first year students. Students with ASD would not be required to disclose their diagnosis to others to provide them a sense of control and dignity. The Together We Learn LLC intends to provide students with and without ASD an opportunity to live in a community founded on the ideas of inclusion and dignity.
Building Relationships in a Living-Learning Community
When living in the hall, all students would be required to take a course on disability rights and advocacy in society. The course would happen in the residence hall in the lecture hall.
A common class is an integral part of an LLC as it gives the students a common ground to start their relationships. Students can start forming friendships by spending time together and working on homework outside of class.
The LLC environment also provides a safe learning environment for developing social skills. As mentioned earlier, young adults with ASD are vulnerable to social exploitation due to their eagerness and lack of skills (Humphrey and Symes 2010; Sullivan and Caterino 2008).
Typically developing students within the LLC will be screened and interviewed about their intentions and goals for joining this community to ensure they will not take advantage of the students with ASD. It is vital that typically developing students who are chosen are interested in facilitating inclusion on their campus. The selection process of typically developing students should ensure that the students with ASD are surrounded by empathetic peers who accept them and want to help them develop social skills for future years of college. RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 62
The overarching goal is for this LLC to work as an example for the rest of the campus and for its mission to bleed into the rest of the campus community. A more inclusive college campus not only benefits students with ASD but also typically developing students. Typically developing students also benefit from this arrangement as research has shown interaction with individuals with disabilities generally makes developing individuals more inclusive and leads to increased social-emotional growth (Hunt & Goetz, 1997; Siperstein et al., 2007). As each student will be choosing to join this intentionally inclusive community, cliques will have a less likely chance of occurring. Still, residential assistants will be available to help resolve student conflict in a healthy way.
Also, within the LLC, there will be organized social events offered throughout the week.
Organized social activities have been found to ease the social transition and adaptation for first- year college students, especially students at risk for poor social outcomes (Bohnert et al., 2007).
Each student within the LLC would be required to attend two social events a month and one academic event a month. This requirement ensures that students are pushing themselves to get out of their room and meet new people at the beginning of the school year. The number of activities offered each month will exceed two a month, providing the students with choices.
Possible examples of social events include weekly game nights, movie nights, and meet and greets. Possible examples of academic events include professors giving talks on inclusion or lectures from professionals in the community.
Living-Learning Communities Combat Social Difficulties
The LLC environment can directly tackle many of the social challenges students with
ASD encounter in a typical college setting. For example, for many students with ASD, this is their first time living without their parents for an extended period. An LLC’s presence will RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 63 provide the student with a physically close community that feels family-like, making students feel more at home, and decreasing social isolation (Cook et al., 2017). Also, many individuals with ASD experience increased stress when their lifestyle has little structure, which is common in college, so the LLC’s structure and activities can help alleviate this stress (Hastwell et al.,
2013).
Benefits of ASD-ASD Friendships
As individuals with ASD are a minority in PSE, they would likely be the only person with ASD in their environment if they live in a residence hall. Individuals with ASD and individuals who are typically developing can foster meaningful friendships, but it is often harder to begin and maintain due to the Double Empathy Problem (Morrison et al., 2020). The Double
Empathy Problem explains a gap or lack of understanding between individuals with ASD and typically developing (TD) individuals due to differences in communication and social behaviors
(Morrison et al., 2020). TD individuals often anticipate individuals with ASD to be more socially awkward and harder to understand, making them more apprehensive about their relationships.
Individuals with ASD are often aware of these judgments being placed on them, impacting their social interactions.
Morrison et al. (2020) studied initial peer meetings and how they differed when the pair consisted of two TD individuals, one individual with ASD and one TD individual, and two individuals with ASD. Their results discovered that ASD participants were perceived as socially awkward by TD individuals and other individuals with ASD. When asked about interest in pursuing a friendship with the person they met, individuals with ASD in an ASD-ASD dyad expressed significantly more interest in other individuals with ASD than the interest expressed by individuals with ASD in ASD-TD dyads. Individuals with ASD who interacted with an RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 64 individual with ASD reported feeling more comfortable and open to sharing than individuals with ASD in ASD-TD dyads. Morrison et al. (2020) expand on their findings by adding that
ASD-ASD friendship dyads can lead to more positive connections for young adults with ASD as they feel more understood and related more to each others’ interests. Overall, these findings suggest that an LLC housing many young adults with ASD together could lead to more positive friendship opportunities for students with ASD and increased feelings of acceptance.
Overall, the Together We Learn LLC structure in Hurley Hall can lead to an increased sense of belonging and a more supportive social environment. The LLC also provides students with ASD a safe environment to learn college-related social skills, making it an essential resource for this population.
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RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 68
Chapter VI: Mental Health Rates of Mental Health Disorders in Individuals with ASD
Mental health has become a growing concern and topic in research about individuals with
ASD. This concern is because research shows that individuals with ASD have an increased susceptibility to developing psychiatric disorders compared to their neurotypical peers (McLeod et al., 2019). Approximately 70% of individuals with ASD are diagnosed with a comorbid diagnosis of a psychiatric disorder, whether that be an anxiety disorder, a mood disorder like depression, obsessive-compulsive disorder, or various others (Leyfer et al., 2006; Mazefsky et al., 2008; Simonoff et al., 2008; van Steensel et al., 2013). These rates are significantly higher than the typically developing population (Anderson et al., 2018; Bennet 2016; Jackson et al.,
2018; McLeod et al., 2019).
Compared to neurotypical college students, the rates of mental health disorders in college students with ASD are significantly higher (Drum et al., 2009; Hunt & Eisenberg, 2010). Hunt and Eisenberg (2010) found from their random samples consisting of college students from 26 colleges and universities that 17% of the typically developing students screened showed signs of depression, and 10% displayed symptoms of anxiety. Another study conducted by Drum et al.
(2009) surveyed 26,000 college students and found 6% of them reported experiencing suicidal ideations in the past year. These prevalence rates are significantly lower than those found in college students with ASD (McLeod et al., 2019). College students with ASD seem to be a subset that especially struggles with mental health (McLeod et al., 2019). Many college students with ASD have a pre-existing mental health condition developed earlier in life, which is then exacerbated by the stress of transitioning to college (Hu & Chandrasekhar, 2020). Numerous studies have investigated the prevalence of mental health disorders in college students with ASD, and all have shown increased rates compared to neurotypical college students (Anderson et al., RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 69
2018; Bennet 2016; Jackson et al., 2018; McLeod et al., 2019). Jackson et al. (2018) discovered that of their sample of 56 college students with ASD, 75% experienced deep feelings of loneliness, 34% experienced an anxiety disorder, 35.7% met the criteria for a depression diagnosis, and 53.6% experienced suicidal ideations in the past year. Similarly, Anderson et al.
(2018) found that of their sample of 55 college students with ASD, 47.8% experienced depression symptoms, and 65.2% felt feelings of anxiety. The purpose of this chapter is to explore how a living-learning community in an accommodated residence hall can provide mental health benefits to college students with ASD.
Possible Explanations for Mental Health Challenges in Individuals with ASD
Stigma and Stereotypes
A common explanation for the increased rates of mental health disorders in college students with ASD is the stigma and stereotypes they feel their peers and superiors place on them due to their ASD (Cage et al., 2017). Research has shown that typically developing individuals make unconscious and rapid negative assumptions concerning individuals with ASD based on stereotypes, creating a stigma (Sasson et al., 2017). These negative assumptions typically stem from a lack of understanding in typically developing individuals about individuals with ASD
(Gillespie-Lynch, 2015). Some of the common misconceptions and stereotypes include individuals with ASD being seen as “incompetent” and having “less warm” personalities (Aubé et al., 2020). These misconceptions stem from typically developing individuals’ ignorance about
ASD (Aubé et al., 2020). Individuals with ASD manifest these assumptions into feelings of being ostracized or not accepted by their peers and are internalized into feelings of inadequacy, self-pity, or incompetence (Sasson et al., 2017). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 70
These internalized feelings of unacceptance can cause a lack of self-esteem and personal acceptance (Cage et al., 2017). Individuals with ASD often feel from a young age that the people around them want to cure their ASD, making them think that their ASD is a burden or something they should be ashamed of (Tipton & Blacher, 2014). Cage et al. (2017) describe how this lack of acceptance by peers and family and personal acceptance is correlated with depression and stress, highlighting a possible reason that individuals with ASD are more susceptible to mental health disorders.
Masking
A lack of feeling accepted can lead to individuals with ASD doing what is called masking
(Hull et al., 2017). Masking is when an individual with ASD mimics the social behaviors of individuals around them to fit in with their peers (Hull et al., 2017). The goal of masking is typically to hide social difficulties or differences that an individual with ASD experiences (Hull et al., 2017). An example of masking described by Mandy (2019) is a girl with ASD observing the clothes that the individuals around her wear and then wearing similar clothing to fit in, even if it is not their style. Another example is copying facial expressions even if they are unsure why they are making it (Mandy, 2019). A study done by Cage and Troxell-Whitman (2019) found that of the 262 adults with ASD surveyed, 70% reported consistently masking in their everyday life. Common reasons individuals with ASD participate in masking are to avoid being bullied or ostracized by their peers (Hull et al., 2017). Although masking can help individuals with ASD in certain situations, like a job interview, it can be too taxing and stressful for everyday life and prevents them from making friends authentically (Cage et al., 2017; Hull et al., 2017). Masking also makes individuals with ASD feel they are only accepted if they hide their ASD (Cage et al.,
2017). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 71
Research has shown that masking can negatively impact an individual’s mental health with ASD, as it makes them more likely to develop depressive disorders or suicidal ideations
(Cage et al., 2017; Cassidy et al., 2018; Holliday-Wiley, 2015). Self-acceptance and self-worth are also negatively impacted by masking (Cage et al., 2017; Cassidy et al., 2018; Holliday-
Wiley, 2015). Consistent masking can lead to individuals with ASD having an eroded sense of self because they pretend to be something they are not (Cage et al., 2017; Cassidy et al., 2018;
Holliday-Wiley, 2015). In addition, masking can lead to increased loneliness even though they use it in social situations they feel their peers only like them for who they pretend to be rather than who they are (Cage et al., 2017). This makes individuals with ASD feel their relationships with others are not genuine because they do not feel fully accepted (Cage et al., 2017).
How Mental Health Affects Life in a Residence Hall
Brown et al. (2016) argue that mental health is the most decisive factor in whether a college student with ASD completes their post-secondary education. The transition from high school to college comes with many changes and challenges that individuals with ASD are not adequately prepared for, causing distress and increased susceptibility to mental health difficulties
(Brown et al., 2016). In particular, residence halls can be an incredibly stressful experience for college students with ASD as they are in an intensely social environment where they may not feel accepted (Brown et al., 2016). The residence hall’s social demands may also increase the prevalence of masking behaviors for individuals with ASD as they strive to fit into the community. As mentioned in chapter five, residence halls usually consist of typically developing individuals, emphasizing the social differences in the students with ASD. The demands and stressors within the residence hall may lead to students with ASD partaking in negative behaviors like missing classes or not taking care of themselves (Brown et al., 2016). RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 72
Living-Learning Communities and Mental Health Benefits
One way to combat these feelings of loneliness and ostracism for college students is to structure the previously described living-learning community (LLC) within college residence halls. Research on typically developing college students has shown that LLCs within residence halls can foster a sense of community and belonging within the campus environment (McMillan
& Chavis, 1986). A sense of belonging is argued to be vital for positive mental health (Hagerty et al., 1992; McMillan & Chavis, 1986). Additionally, a sense of belonging on a college campus is linked with increased self-worth and esteem in students because they feel valued as a member of the community, which can help promote their mental health (Hausmann et al., 2007; Pittman
& Richmond, 2007; Zaddach, 2013).
Individuals with ASD experience an increased sense of self-worth when accepted by those around them for their differences (Hurlbutt & Chalmers, 2002). Perceived acceptance by others and self-acceptance can significantly influence an individual’s mental health with ASD
(Weiss et al., 2012). For example, research has shown that children with ASD experience fewer mental health difficulties when their parents accept their ASD as a part of them, rather than the parents trying to fix them (Weiss et al., 2012). When an individual with ASD has friends who accept them and love them, they tend to experience fewer symptoms of anxiety and depressive disorders (Mazurek, 2014). When individuals with ASD are accepted for who they are, they tend to view their ASD more positively and take pride in identifying as neurodivergent when they see their differences as valuable (Cage et al. 2016; Humphrey & Lewis 2008; Hurlbutt & Chalmers
2002; Jaarsma & Welin 2012; Robertson 2009). Neurodivergent is a new term used to describe individuals with ASD and other neurological disorders that seeks to celebrate differences and
“neurodiversity” among individuals (Wake Forest University, 2020). This pride in their ASD has RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 73 been shown to correlate with higher self-esteem levels and fewer symptoms of mental health conditions (Cooper et al., 2017).
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RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 77
Chapter VII: Conclusion The present thesis sought to create a hypothetical college residence hall for college students with ASD. This idea was formed in reaction to the lack of accommodations found in current college residence halls in the U.S. for students with ASD. Research showed that students with ASD find difficulties in the sensory, social, and executive functioning aspects of living on campus (Ackles et al., 2013). These difficulties manifest into academic failure and mental health challenges that can lead to students with ASD ending their academic careers prematurely (Ackles et al., 2013).
Through researching current programs for students with ASD in the U.S., it was found that very few programs offer any accommodations within the residence halls for students with
ASD, with none of them offering sensory accommodations through the providence of resources or structural design changes to the hall. The present thesis offered the hypothetical Hurley Hall and the Together We Learn living-learning community as a solution for students with ASD.
Hurley Hall provides sensory accommodations through resources like a sensory and escape room and structural design elements (e.g., acoustic soundboards on walls). These sensory accommodations aim to make the residence hall a more conducive and comfortable space for students with ASD to live. Accommodated and conducive spaces have been shown to increase the well-being and functioning of individuals with ASD, displaying the importance of the accommodations discussed in the sections about Hurley Hall. The Together We Learn living- learning community potentially allows students with ASD to have a supportive social environment of both typically developing students and other students with ASD. As discussed in chapters five and six, this social environment may lead to more positive social and mental health outcomes for students with ASD. RESIDENCE ACCOMMODATIONS FOR COLLEGE STUDENTS WITH ASD 78
In summary, Hurley Hall and the Together We Learn living-learning community’s goals are to provide students with ASD a place to thrive and expectantly increase the likelihood of finishing their PSE. A completed PSE can lead to a better quality of life for individuals with
ASD, making accommodations within PSE that extend beyond academics essential. In the future, if PSE institutions begin offering more comprehensive supports in the form of accommodations like Hurley Hall, it would make their institution more inclusive to those with ASD and aid in the inclusion of individuals with ASD in society as a whole.
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