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Contact us at psy-casp@cua.edu
The Catholic University of America recognizes that autistic students* may face unique challenges that pose significant barriers to completion of their secondary degree. Such students could benefit from a comprehensive and tailored support program that plays to their strengths, while also focusing on areas for improvement. Catholic University is the first university in Washington, DC to offer this direct support for autistic students.
With a generous donation from alum Mary R. Cohen, Ph.D., CASP will support autistic students in building skills to help them thrive at Catholic University, including those related to self-care and self-advocacy. Further, the program aims to create a comprehensive community of support by engaging university faculty and administrators to educate them on the needs of autistic students and strategies to support them.
CASP Goals
CASP Goals
Incorporation of Clinical & Non-Clinical Features
Incorporation of Clinical & Non-Clinical Features
Didactic discussions and interactive role plays
Augment skills most challenging to emerging adults with ASD adjusting to college life
Enhance Well-Being and Outcomes of Students with ASD
Enhance Well-Being and Outcomes of Students with ASD
Provision of clinical and non-clinical services
Provide a welcoming environment to prospective students
Build Faculty & Staff's Knowledge, Skills, & Experience
Build Faculty & Staff's Knowledge, Skills, & Experience
Develop systemic and sustained change through workshops, webinars, training materials, CASP Ambassadors, and an advisory committee
Train Graduate & Undergraduate Students
Train Graduate & Undergraduate Students
Increase interest and ability of undergraduate and graduate students to enter the field
Create long-term, ripple effects in the external community upon graduation
Examine Programmatic Effects
Examine Programmatic Effects
Examine the program's true effects through continued research and evaluation
Key Features of CASP
Transition to College
Independent Living
Social Competence
Adaptability/Flexibility
Self-Advocacy
Self-Care
Academic & Study Skills
Executive Functioning
*Taboas, A., Doepke, K., & Zimmerman, C. (2022). Preferences for identity-first versus person-first language in a US sample of autism stakeholders. Autism, 2, 565-570. https://doi.org/10.1177/13623613221130845
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