The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 208

Laurie Ackles • Harold Fields • Rona Skinner

ment, which provides private bedrooms with
shared bathrooms, living space, and sometimes kitchen facilities, often enables students
with spectrum disorders to enjoy a positive residential experience with single living quarters
and a comfortable connection to peers. It also
allows for an appropriate balance of privacy
and community and should be considered
when assisting these students with housing
selection.
Other logistical factors can make students
with ASD feel more at ease in housing. These
include allowing them to move and arrange
room furniture easily and working with facility maintenance and custodial staff to create
a routine or schedule for entering a room for
cleaning or maintenance services (PrinceHughes, 2002). Students on the autism
spectrum may be especially alarmed by staff
entering their room or suite, so facilities staff
must coordinate the visit well in advance
and confirm the student’s awareness of the
scheduled service in order to lessen anxiety
and reduce behavioral reactions. However,
each student has individual preferences and
needs; the best practice is to have residence
life and housing staff work with campus disability experts to identify students who may
have these additional concerns and proactively
create a plan to provide quality service within a
safe and secure residential experience.

BEST PRACTICES IN SERVING
UNIDENTIFIED STUDENTS
WITH ASD
Preparing the campus community to effectively assist self-identified students on the autism
spectrum requires a multidimensional approach. However, there is much that residence
208

All students benefit from supportive
social networks and opportunities to
connect with others having shared
interests. Therefore, cocurricular
social programming should take
into account the unique needs and
interests of all students.

life and housing staff can do to provide quality
service to all students, regardless of disability or level of disclosure. Increased awareness
about the unique challenges faced by students
with invisible disabilities sensitizes staff and
allows them to better understand, connect
to, and empathize with students who may
appear different. Furthermore, acceptance and
empathy can be powerful tools for student staff
who live in the residential communities as established resources for their peers (Newton &
Ender, 2010). Daily interactions and frequent
knocks on the door allow student staff to establish impactful and long-term relationships
with all residents, including those on the spectrum. During these interactions, paraprofessionals can check in with the students about
classes, roommate relations, and cocurricular
involvement. Even when these impromptu
conversations may not appear to be particularly
fruitful on the surface, they provide an opportunity for consistent monitoring and observation that can identify changes in student needs
(Madriaga, 2010). Student staff, who physically
check in on students in their living space, have
the opportunity to make note of any significant

The JourNal of College aNd uNiVersiTy sTudeNT housiNg



The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Letter from the Editor
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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