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Chapter 14, page 146

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      These results came as a surprise, particularly in light of the research conducted by Gillespie-Lynch et al. (2015) in which the researchers concluded that an increase in autism knowledge led to a decrease in stigma. Assuming this pattern would also take place in the sample used for this survey, I predicted that stigma and willingness to accommodate a peer with autism would be inversely related; however, knowledge of autism did not have a significant impact on willingness. This may demonstrate that perhaps stigma towards autism does not impact willingness to accommodate, particularly since Gillespie-Lynch et al. (2015) also observed that students were generally “somewhat willing” to engage peers with autism, despite stigma. With a general willingness to assist peers with autism, increased social integration can more effectively take place, which can in turn help improve academic performance for students with autism (Ashbaugh et al., 2017).

      Although there was no statistically significant relationship between autism knowledge and a student’s willingness to accommodate a peer with autism, the high degree of willingness measured across respondents provides a potential approach to support students with the disorder. If students are indeed willing to assist, universities nationwide may find it beneficial to invest in programs that offer students with autism peer assistance, whether it is simply note-taking or participating in a mentorship. By increasing the level of integration within a college campus, students with autism can be better equipped to succeed academically and socially, which can also help prepare them for careers in any field.

      There are, of course, some limitations to my study. First, there were a limited amount of questions that could be asked, which made it difficult

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       Callout labeled Avoiding Plagiarism points to the text, Gillespie-Lynch et al., and the text in the callout reads as follows:Use of citations in text gives credit to others for their ideas where credit is due.See Chapter 5, page 51

       Callout labeled First Person Clarity points to the word, I and the text in the callout reads as follows:Writing in the first-person voice brings clarity to the message and clearly communicates who performed the actions; this clarity is preferred.See Chapter 6, page 59

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      to thoroughly assess an individual’s knowledge of autism as well as their willingness to accommodate peers. If more questions were permissible, then more detailed assessments could have been administered to measure a more accurate familiarity with autism knowledge, as well as a more precise degree of willingness. Additionally, since this study was a survey design, I was not able to manipulate variables so as to thoroughly analyze the relationship between familiarity with autism and degree of willingness to support peers with autism. With a different study design willingness could be measured through other means aside from self-report, such as through actual participation in similar programs and degree of engagement in such programs. Despite there being no significant relationship between familiarity with autism and willingness to accommodate a peer with autism, the high degree of willingness reported among the college students in this study was a very positive finding. This lays the groundwork for establishing potential programs involving typically developed students assisting their peers with autism. As autism continues to increase in prevalence, it is becoming more pressing to provide students with the disorder proper support to ensure their success and integration into society. Individuals with autism have much to offer; however, they require the support of not only professors and other professionals, but also the support of their fellow students and peers.

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       Advice included PM includes inserting only one space after a period/sentence.See Chapter 16, page 168

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      References (center aligned and boldfaced)

      Ashbaugh, K., Koegel, R. L., & Koegel, L. K. (2017). Increasing social integration for college students with autism spectrum disorder. Behavioral Development Bulletin, 22(1), 183–196. doi:10.1037/bdb0000057

      Autism Speaks. (n.d.). What is autism? https://www.autismspeaks.org/what-autism

      Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31(1), 3–15. doi:10.1177/1088357614523121

      Gillespie-Lynch, K., Brooks, P. J., Someki, F., Obeid, R., Shane-Simpson, C., Kapp, S. K., Dauo, N., & Smith, D. S. (2015). Changing college students’ conceptions of autism: An online training to increase knowledge and decrease stigma. Journal of Autism and Developmental Disorders, 45(8), 2553–2566.

      doi:10.1007/s10803-015-2422-9

      Gillespie-Lynch, K., Bublitz, D., Donachie, A., Wong, V., Brooks, P. J., & D’Onofrio, J. (2017). “For a long time our voices have been hushed”: Using student perspectives to develop supports for neurodiverse college students. Frontiers in Psychology, 8. doi:10.3389/fpsyg.2017.00544

      Hafner, D., Moffatt, C., & Kisa, N. (2011). Cutting-edge: Integrating students with intellectual and developmental disabilities into a 4-year liberal arts college. Career Development for Exceptional Individuals, 34(1), 18–30. doi:10.1177/0885728811401018

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       Callout labeled References section points to the first line of the content and the text in the callout reads as follows:This section starts at the top of its own page; the heading is boldfaced and centered.See Chapter 12, page 130

       Callout labeled Internet citation points to the hyperlink, https://www.autismspeaks.org/what-autism, and the text in the callout reads as follows:Learn the details of writing an internet citation, including how to handle when there is no publication date.See Chapter 12, page 154

       Callout labeled Digital Object Identifier points to the text, doi:10.1177/1088357614523121, and the text in the callout reads as follows:Include a doi (digital object identifier) for all references. Start with the letters “doi” and follow them with a colon. No period is included at the end of the doi.See Chapter 12, page 124

       Callout labeled Issue number points to the text, 34(1), and the text in the callout reads as follows:The PM (7th ed.) indicates that when citing a journal article, the issue number is included immediately after the journal’s volume number. There is no space between the volume number and issue number. The volume number is italicized; the issue number is not italicized but presented in parentheses.See Chapter 12, page 124

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      Kuder, S. J., & Accardo, A. (2018). What works for college students

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