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even among the college community (Tipton & Blacher, 2014). Gillespie-Lynch et al., (2015) observed that

      The details of the callouts are as follows:

       Callout labeled Titles points to the title and the text in it reads as follows:The title of your Introduction is centered and boldfacedSee Chapter 16, page 179

       Callout labeled Using an Acronym points to the text, ASD and the text in the callout reads as follows:An acronym has to be defined upon its first use.See Chapter 18, page 192

       Callout labeled Multiple Citations in Text points to the text, Gillespie-Lynch, et al., 2017; Kuder & Accardo, 2018, and the text in the callout reads as follows:This is the proper format when giving credit to multiple sources for the same idea(s) at the end of a sentence of a paragraph.See Chapter 8., page 84

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      stigma among college students towards individuals with ASD was generally low as they reported that they were “somewhat willing” to engage with a person on the autism spectrum. Furthermore, this stigma was found to decrease after the students underwent an autism training to increase their knowledge about the disorder, demonstrating an inverse relationship between autism awareness and level of stigma (Gillespie-Lynch et al., 2015). Matthews et al. (2015) also observed that more positive attitudes were reported towards an individual who displayed autistic behaviors when that individual was labeled with autism as opposed to when the individual had no label, suggesting an awareness of autism symptomatology can help to create more positive attitudes towards individuals with the disability, leading to better social integration.

      Increasing awareness and decreasing stigmatization of ASD among college students clears the way to providing one of the most effective support programs for students with ASD: peer mentorship and coaching. Researchers have conducted several studies on the utilization of peer mentorships, and they have reported that it is widely accessed by students with autism and effective in providing the necessary support to succeed academically and socially (Ashbaugh et al., 2017; Barnhill, 2016; Gillespie-Lynch et al., 2017; Hafner et al., 2011; Kuder & Accardo, 2018). For instance, Ashbaugh et al. (2017) used similarly aged college students participating in a research assistantship to be peer mentors to students with ASD, providing these mentors with training in the symptoms and treatment options for ASD. When provided with the proper training and support, peer mentors are able to effectively come alongside students with autism, such as by accompanying them at campus-based activities or other social

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       Callout labeled And others points to the text, Gillespie-Lynch et al., and the text in the callout reads as follows:Learn the proper way to use “et al.” in text and what it means.See Chapter 8., page 84

       Callout labeled Avoiding the Anthropomorphism/Pathetic Fallacy Error points to the text, researchers have conducted several studies, and the text in the callout reads as follows:This sentence might have originally started with “Studies have found.…” or “Research has shown.…” This author did a nice job avoiding the anthropomorphism/pathetic fallacy error. More tips are included on how to do that.See Chapter 3, page 31

       Callout labeled In-Text Citation Rules points to the text, Kuder & Accardo, and the text in the callout reads as follows:Inside of parentheses, the ampersand symbol (&) is used instead of the word “and”See Chapter 8, page 84

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      opportunities, teaching them appropriate social skills and providing mentees with feedback on their own behavior (Ashbaugh et al., 2017; Gillespie-Lynch et al., 2017). Peer mentors are also able to help students with ASD improve in other areas where they are challenged, such as in academic self-advocacy to equip students to ask for reasonable accommodations (Gillespie-Lynch et al., 2017).

      Gillespie-Lynch et al. (2017) concluded that students on the autism spectrum who participated in a mentorship program benefited greatly from it and reported very positive experiences, particularly in the opportunities to engage in social interactions. Even without a structured peer mentorship program, however, the involvement of peers in integrating students with autism into college life is crucial. For example, in one research study students with developmental disabilities (such as autism) were able to live on campus, though it required the support of students living in the same resident halls and their willingness to accommodate their peers (Hafner et al., 2011). These results are consistent with the advice offered by colleges and universities as reported by Barnhill (2016):

      offering support to students with ASD is a team effort, requiring more than just faculty and professor support. Although research was conducted on the average college student’s perception of autism, there is limited knowledge on how this perception translates into a willingness to accommodate peers with ASD. Seeing as peer mentorships are effective in improving the academic and social standings of students with ASD, it would be beneficial to measure how willing students are to assist their peers with autism. Gillespie-Lynch et al. (2015) noted that an increase in autism knowledge led to a decrease in stigmatization of the disorder; however, how

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       Callout labeled Pronoun Use points to the text, them and the text in the callout reads as follows:Plural pronoun use (“they”/”them”) is preferred over the awkwardness of “he or she” or “he/she.”See Chapter 6, page 64

       Callout labeled Margins points to the bottom right corner of the paper and the text in the callout reads as follows:There should be 1-inch margins on all four sides of the page.See Chapter 14, page 146

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      does this knowledge translate into willingness to support students with ASD? The purpose of my study was to measure how willing college students are to assist and accommodate peers with ASD, and whether or not this willingness is influenced by knowledge and awareness of autism.

      To accomplish this, participants were recruited from a pool of students in an introductory psychology course at a large western university. I hypothesized that students who are more familiar with knowledge on autism would also report a greater willingness to offer assistance and accommodations to peers with ASD. I also hypothesized that those who personally know an individual with ASD would report greater willingness to offer assistance.

      Method (center aligned and in boldface)

      Participants (left aligned and in boldface)

      There were 93 students, 31.9% males and 68.1% females, recruited from an introductory psychology course in a large western university using the Sona Systems software. The students’ ages ranged from 18 to 31, with an average age of 18.66 (SD = 1.63). Participants self-selected into the study and rewarded with course credit.

      Materials (left aligned and in boldface)

      In this study I utilized a survey to gather information on participants’ experience with autism and their degree of willingness to assist peers with the disorder. Standard demographic questions were asked as well as specific questions pertaining to the study’s hypotheses, which I developed and are presented in Table 1. These questions were piloted using students enrolled in a research methods course.

      The

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