Abstract
This paper reflects on my experiential learning journey using the Kolb Experiential Learning Cycle to explore pragmatic therapy for young adults with autism spectrum disorder (ASD) and intellectual and developmental disabilities (IDD). As a participant observer in the Level Up program, I engaged in twice-weekly social communication sessions, gaining insights into interprofessional practice, communication interventions, and effective counseling techniques. Through this hands-on experience, I recognized a gap in the curriculum related to employability skills for individuals with ASD and IDD. This led me to develop a lesson plan focused on job-related social skills, addressing the need for practical, vocational-focused interventions. The reflection emphasizes the importance of flexible, personalized approaches that cater to the unique needs of this population. The Kolb model was instrumental in guiding my research and bridging the gap between theory and practice, making it an ideal framework for undergraduate researchers in speech-language pathology. Ultimately, this student voice highlights the value of experiential learning and thoughtful reflection in creating more effective therapeutic strategies that can better support individuals with ASD and IDD in both social and vocational contexts.
Recommended Citation
Walker, E. K.,
Dalton, J. C.,
&
Botts, D. C.
(2025).
Experiential Learning and Autism: An Undergraduate’s Journey.
Teaching and Learning in Communication Sciences & Disorders, 9(2).
DOI: https://doi.org/10.61403/2689-6443.1368
