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Accommodating students with autism spectrum disorder in communication centers: The development of video modeling techniques

Isaac Danl Simon, Kelsey Hines


Every year, more students with Autism Spectrum Disorder (ASD) are applying and being accepted into universities (Hansen, 2011). Communication centers serve a diverse range of students whose particular needs vary. While current tutor methodology is an effective way of approaching traditional students’ needs, students with ASD, and the tutors who work with them, require additional tools to provide necessary support services. To accommodate the needs of students with ASD, communication centers must develop the tools and training methods essential to students’ success (Glennon, 2016). Video modeling has shown to be an effective tool, especially regarding students with ASD, for developing social and communicative skills through observational learning (Bellini & Akullian, 2007; Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C., 2010; Hayes et al., 2015; Mason, R., Rispoli, M., Ganz, J. B., Boles, M. B., & Orr, K., 2012). Limited research exists regarding how tutoring services at universities can support students with ASD. The services that communication centers offer provide a unique forum for the development and implementation of inclusive consulting techniques. This research proposal explores the current literature on the use of video modeling for skill based learning and discusses its application as an instrument for training communication center consultants and increasing public speaking proficiency for higher education students with ASD.


communication centers; Autism Spectrum Disorder (ASD); consulting; video modeling

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Communication Center Journal