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.
Callout labeled One Space After a Sentence points to the word, As, and the text in the callout reads as follows:
Advice included PM includes inserting only one space after a period/sentence.See Chapter 16, page 168
The details of the page number and content are as follows:
Page number, 12 is shown at the top right corner and the content reads as follows:
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
The details of the callouts are as follows:
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
The details of the page number and content are as follows:
Page number, 13 is shown at the top right corner and the content reads as follows:
Kuder, S. J., & Accardo, A. (2018). What works for college students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 722–731. doi:10.1007/s10803-017-3434-4
Matthews, N. L., Ly, A. R., & Goldberg, W. A. (2015). College students’ perceptions of peers with autism spectrum disorder. Journal of Autis2 and Developmental Disorders, 45(1), 90–99. doi:10.1007/s10803-014-2195-6
Tipton, L. A., & Blacher, J. (2014). Brief report: Autism awareness: Views from a campus community. Journal of Autism and Developmental Disorders, 44(2), 477–483. doi:10.1007/s10803-013-1893-9
The details of the callouts are as follows:
Callout labeled Spacing points to the text, Goldberg, W. A., and the text in the callout reads as follows:In the References section, there is one space after every author initial throughout.Chapter 12, page 122
Callout labeled hanging indent points to the text, Tipton, L. A., & Blacher, and the text in the callout reads as follows:In a reference with more than one line of text, all subsequent lines are indented.Chapter 12, page 123
Callout labeled Insert Page Break points at the end of the content and the text in the callout reads as follows:To start text at the top of the next page, insert a page break.Chapter 16, page 178
The textbox labeled The Most Common Mistakes to Avoid is at the bottom of the paper, and the text reads as follows:Your presubmission quiz/checklist.Chapter 22, page 247
The details of the page number and content are as follows:
Page number, 14 is shown at the top right corner and a table labeled table 1 (boldfaced) is shown on the paper. The content of the table is as follows:
Survey items with Response Scales
Item: 1. Do you personally know an individual with autism (e.g., family member, coworker, friend, etc.)? M: NA; SD: NA
Item 2. How familiar are you with current knowledge about autism spectrum disorder? M: 2.10; SD: 0.83
Item 3. On a scale of 1 to 10, how willing would you be to accommodate a peer with autism (such as taking notes for them)? M: 8.62; SD: 1.83
Item 4; On a scale of 1 to 10, how willing would you be to participate in a program as a “mentor” for a peer with autism (for college credit)? M: 8.24; SD: 2.09
Notes. For Item #2, the possible responses were 1 equals not at all familiar, 2 equals slightly familiar, 3 equals somewhat familiar, and 4 equals very familiar. For Item #3 and Item #4, the possible responses ranged from 1 equals not willing at all to 10 equals very willing. For Item #1, 59.3 percent reported knowing an individual with autism and 40.7 percent reported not knowing an individual with autism.
The details of the callouts are as follows:
Callout labeled Table Preparation
