Postsecondary Transition for College- or Career-Bound Autistic Students

lt;p>Kathleen Viezel, Ph.D., NCSP, is an Associate Professor in the School of Psychology and Counseling at Fairleigh Dickinson University, where she teaches graduate-level courses related to child assessment and intervention. She is also the Director of Fairleigh Dickinson University's COMPASS program on the Metropolitan campus, which serves undergraduates with autism spectrum disorders. She has been presenting about Autistic college students to both professional and community audiences since 2010. Her current research interests focus on assessment of children and adolescents, including college-ready Autistic adolescents and young adults. Dr. Viezel is a licensed psychologist as well as a Nationally Certified School Psychologist. Practice specialties include psychoeducational assessment and parent management training. 

Susan M. Wilczynski, Ph.D., BCBA-D, is the Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis. Her scholarly work currently focuses on actively dismantling ableism in the practice of behavior analysis, including how ableism restricts access to sexuality education among Autistics. Dr. Wilczynski is the Coordinator of the Practice Board for the Association for Behavior Analysis International and serves on their Task Force for Quality and Values-Based ABA. She is a currently an Associate Editor for Behavior Analysis in Practice. Earlier in her career, she served as the Executive Director of the National Autism Center, where she chaired the first National Standards Project. In addition, she developed the first center-based treatment program at the University of Nebraska Medical Center. Dr. Wilczynski has edited and written multiple books including her recent electronic book, Raising the Bar and has published scholarly works in the Behavior Analysis in Practice, Journal of Applied Behavior Analysis, Behavior Modification, Focus on Autism and Other Developmental Disabilities, and Psychology in the Schools. She a licensed psychologist and a board-certified behavior analyst.

Andrew Davis, Ph.D., HSPP, is the Chair of the Department of Educational Psychology, a professor of Psychology and the Director of the Ball State University Neuropsychology Laboratory. He was the founding Editor-in-Chief of the Journal of Pediatric Neuropsychology. His research interests are primarily focused on applied aspects of clinical neuropsychology, including the neuropsychological functioning of neurologically and psychiatrically impaired individuals and psychometric issues in neuropsychological assessment. His current research interests include the relationship between cortical and subcortical sensory-motor skills and cognitive functioning, executive functioning, perinatal complications, performance validity testing, estimation of premorbid functioning, and neuropsychological functioning in patients with ADHD, Alzheimer's disease, fetal-alcohol spectrum disorders, and multiple sclerosis. In addition, Dr. Davis is interested in other topics, including traumatic brain injury, psychopathology in the schools, and professional topics in school psychology (e.g., the synthesis of neuropsychology and school psychology). He is the editor of the Handbook of Pediatric Neuropsychology. Dr. Davis primarily teaches classes in neuropsychology, developmental psychopathology, and cognitive assessment. He is a licensed psychologist and school psychologist, board-certified in pediatric neuropsychology through the American Board of Pediatric Neuropsychology and has provided clinical services and supervision in a variety of inpatient and outpatient settings.

Chapter 1. Understanding Adolescents with High-Functioning ASD.- Chapter 2. Barriers to Successful Transition.- Chapter 3. Cognitive and Neuropsychological Assessment of Adolescents with High-Functioning ASD.- Chapter 4. Academic Assessment and Intervention for Adolescents with High-Functioning ASD.- Chapter 5. Social, Emotional, and Behavioral Assessment and School-Based Intervention for Adolescents with High Functioning ASD.- Chapter 6. Self-Management and Self-Sufficiency.- Chapter 7. College Students with ASD.- Chapter 8. Considering College Alternatives.- Chapter 9. Transition-Related Legal and Ethical Considerations.- Chapter 10. Transition Preparation: Providing Building-Level Supports in Middle and High Schools.- Chapter 11. Obtaining Appropriate Services in College.- Chapter 12. Obtaining Appropriate Services for the Workplace.- Chapter 13. Considerations for School Psychology University Faculty.