Utilizing Appreciative Inquiry in Transition Coaching for Adults with Autism Spectrum Disorder in Post-Secondary Education

Many traditional models of service focus on "fixing" what is "wrong." By accepting disability as a variation of being, one that comes with many great gifts, skills, and untapped potential, we can help students develop a stronger sense of self while acquiring new skills and knowledge to achieve success. Presently, thousands of students with Autism Spectrum Disorder (ASD) are applying and enrolling in colleges and universities (Adreon & Derocher, 2007; Briel & Getzel, 2009; Hansen, 2014). Even though individuals with ASD are being accepted to college on their academic merits, these students may face many hurdles within the university atmosphere that continue to hinder their collegiate success. The new skills associated with independence can be frustrating to learn, especially if they do not come naturally to students with Autism Spectrum Disorder.

Because of a multitude of factors, post-secondary success rates of students with Autism Spectrum Disorder are suffering. Current studies postulate that around 85% of students with Autism Spectrum Disorder with average or above average IQ are unemployed (Simone & Grandin, 2012). Transition Coaching can be a great tool for students who struggle with change and transition and serve as a positive resource to provide psychoeducation, enhance self-advocacy, develop positive coping skills, and increase confidence in interactions with others (Masterson & Meeks, 2013).

College students with and without disabilities experience great levels of stress with the university atmosphere (Glennon, 2001) and a proactive wellness approach with students with ASD is essential to success in living independently. Many traditional models of service focus on diagnosis and "fixing" what is "wrong." By accepting disability as a variation of being; one that comes with many great gifts, skills, and untapped potential, we can help students develop a stronger sense of self while acquiring new skills and knowledge to achieve success.

Transitional Coaching is a skills and goals based Coaching method encompassing career theory, life coaching, intrinsic coaching, skill acquisition, and the core tenants of Appreciative Inquiry, a methodology traditionally used to promote organizational change. In this assets-driven approach, goal-setting is binary; intrinsic and extrinsic. This training will contain:

• Identify the 5 Principles of Appreciative Inquiry and the difference between traditional "Deficits Approaches," and an "Appreciate Inquiry/Assets Approach;"
• Provide an overview of the benefits of switching to the Appreciative Inquiry approach to service;
• Review current national post-secondary trends for students with ASD;
• Review the responsibilities of a Transitional Coach and how they can be instrumental in the success of students with ASD;
• Describe and identify the steps to identifying the “Positive Core” within each individual
• Assist practitioners and caregivers in developing their own style of Appreciative Inquiry; and
• Review specific skills and tools to enhance knowledge of Coaching individuals with Autism Spectrum Disorder

Learning Objectives:

• Develop specific skills and tools to enhance knowledge of wellness counseling individuals with Autism Spectrum Disorder.
• Identify the 5 Principles of Appreciative Inquiry and the difference between traditional "Deficits Approaches," and an "Appreciate Inquiry Assets Approach".

Track: Lifespan 3 - Transition

Content Area: Self-Determination and Independence

Presenters:

Joanna L. Ale, M.S., LMHC, CIC, Ed.D.(C)
Co Owner of The STRENGTHS Initiative
The STRENGTHS Initiative

Joanna L. Ale, M.S., LMHC, CIC, Ed.D.(C) Joanna is a Co-Owner of The STRENGTHS Initiative and Co-founder of Project THRIVE, a college transition program for degree seeking students with ASD at the University of N. Florida. She is a therapist, researcher, author, and disability advocate.

Brian James Ludden, M.S., LMHC, Ed.D.(C)
Lead Clinician, The STRENGTHS Initiative
The STRENGTHS Initiative

Brian James Ludden, M.S., LMHC, Ed.D.(C) Brian is Lead Clinician at The STRENGTHS Initiative and his experience is grounded in work with adolescents, teens, and young adults. His experience draws on a history of care with substance use and abuse disorders, anxiety and stress disorders, and Nonsuicidal Self-Injury and suicidality.

<< Previous Session | Next Session >>