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DISCUSSION QUESTIONS
1. As quoted by VanBergeijk et al. (2008, p. 1366), " Resident advisors may be the first to detect
signs of depression or increased anxiety " in students with ASD " before it becomes an acute
crisis. " Given this, how should we prepare resident advisors to respond to concerns of
depression and/or anxiety among students with ASD? How does (or how should) that response
differ from the way we prepare them to respond to students without ASD?
2. Reflect on Richard Oliver's expectation confirmation theory, the theoretical framework used
for this study. Thinking of your residence life department as a product, how can you set and
manage expectations to improve satisfaction for students with ASD?
3. Reflect on the identity development of students with ASD and how it intersects with other
aspects of their identity. How can your residence life department work to holistically
develop these students?
4. A theme from this study was campus housing, with subthemes that included noise concerns
and physical space. Do you believe your current housing facilities and policies regarding
courtesy and quiet hours meet the needs of students with ASD? How can they be improved?
5. The article highlights practices that utilize an individual approach to working with students with
ASD, including one-on-one mentoring, academic coaching, support via learning communities,
and specialized classes. What practices does your campus employ? Are there any practices that
your campus does not offer that they could? How could those practices be implemented?
6. What campus partnerships might your residential life program leverage to better meet the
expectations of students with ASD?
7. The researchers in this study employed a phenomenological design, which is a qualitative
technique focusing on the commonality of lived experiences. What approaches can residential
life educators utilize to engage students with ASD in order to better understand their
residential experiences?
Discussion questions developed by Jamie Workman, assistant professor of higher education
leadership at Valdosta State University, and Brian Haggerty, senior associate director for
residential life at the University at Buffalo.
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