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Self-Management for Transition-Aged College-Bound Autistic Students

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Abstract

This chapter explores the use of self-management within a self-determination model to address challenges unique to the transition experience of college-bound Autistic students. Self-management empowers individuals to both participate in and lead their behavior change programs through self-monitoring, evaluating, and recording, as well as self-delivering reinforcement so behaviors associated with valued goals can be used and generalized to relevant environments. Self-management allows Autistic adults to independently manage a multitude of their own behaviors in a manner that is consistent with their academic, social, and life goals. Specific self-management issues that should be considered by transition-aged and/or college-bound Autistic students include, but are not restricted to, effectively working with the Office of Disability Services, registering for classes, managing time appropriately, living independently, and engaging in community and social activities, including dating. Recommendations for how school psychologists and other secondary-level school personnel can assist Autistic students in developing and using self-management skills are provided.

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Correspondence to Susan M. Wilczynski .

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Wilczynski, S.M. et al. (2022). Self-Management for Transition-Aged College-Bound Autistic Students. In: Viezel, K.D., Wilczynski, S.M., Davis, A.S. (eds) Postsecondary Transition for College- or Career-Bound Autistic Students. Springer, Cham. https://doi.org/10.1007/978-3-030-93947-2_6

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