Date of Award

Spring 1-23-2019

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

David Kluth, Ed.D.

Second Advisor

Jacques D. Singleton, Ed.D.

Third Advisor

Ralph E. Spraker, Jr., Ph.D.


The purpose of this quantitative research study was to investigate the relationship of guided study tables on the academic success and development of executive functioning skills needed for independence in the transition to post-secondary education for college students with ASD (Autism Spectrum Disorder). Using Schlossberg’s transitional theory as the theoretical framework and executive functioning skills as the conceptual framework, the study investigated a specific support of a comprehensive, transitional program available to college students to help with the transition to college. A correlational design and a descriptive survey provide foundational research and evidence connected to a specific support designed to help college students with ASD. Four semesters of data from the program, totaling 47 students, was provided for analysis including the average number of hours in guided study tables, the semester grade point average, and results from the student’s program evaluation related to executive functioning skills. The results indicated participation in guided study tables positively impacted the academic success of the student with ASD. In addition, the participation in guided study tables was related to the overall independence and self-advocacy skills as noted in the program evaluation.

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