The PASS Program is designed to help students gradually become more independent – not manage college for them. The Program doesn’t eliminate obstacles for the students, it provides support for the students to work with, and around, obstacles when they appear.
Here are some common questions parents have:
- What does PASS look like week to week?
Students meet one-on-one with an assigned PASS clinician once each week for approximately an hour. This is the more individualized part of PASS, where students can work on whatever areas are most relevant to them at that point in time. Depending on the student, this might include organization, time management and task initiation, increasing comfort with social relationships and communication skills, or building independence. Students also typically enroll in a 2-credit hour PASS associated course each semester. The group is structured more like a discussion-based seminar than a traditional college class. For students earlier in the program, group topics tend to focus on topics like getting adjusted to college life, organization, time management, self-advocacy, and building routines. As students move further along in the program, the focus shifts toward career readiness, independent living, workplace skills, and preparing for life after college.
PASS also offers weekly study hall sessions to provide students with structured time to work on coursework and practice some of the skills they are developing through the program. First year students are required to attend at least one study session each week, while students in later years are encouraged (but not required) to attend. Lastly, students have opportunities to participate in social events, campus activities, and mentorship opportunities.
- How do individualized supports work?
The one-on-one component is intentionally student-centered and flexible. Students and their clinician identify goals together based on the student’s current needs, strengths, and interests. Rather than having every student work through the exact same set of skills, clinicians can help students address the things that are most relevant to them. Support may involve talking through a problem, practicing a situation or conversation, weighing options, developing a plan, reviewing written communication, or identifying strategies to use throughout the week. Goals can change as students progress through college.
- How may families be involved?
With the student’s permission and an appropriate consent, clinicians can communicate with parents and other important people in the student’s life. Parent consultation may occur at the beginning of the semester and periodically throughout the semester to answer questions, address concerns, and collaborate to support the student. Importantly, parent consultation is not intended to provide parents with everything discussed in individual sessions. Instead, the goal is to keep everyone working toward the same larger goal: helping the student become more independent. PASS also offers optional parent meetings during the semester focused on topics related to supporting young adults through the transition to adulthood.
- How does PASS differ from accommodations?
PASS and accommodations serve different purposes. Accommodations are designed to provide students with access to their education by changing how they access and/or how demonstrate their learning (e.g., extended testing time or a reduced-distraction testing environment). PASS is not an accommodation and does not replace services through Student Disability Services (SDS). Instead, PASS focuses on helping students develop the skills, habits, strategies, and independence needed to navigate college and adulthood. A student can absolutely benefit from both PASS and accommodations. In fact, PASS clinicians may collaborate with SDS or other university professionals when the student provides the appropriate release.
- What can parents expect?
Parents can expect PASS to provide structured support, individualized guidance, accountability, and opportunities to practice independence. They should also expect their student to be an active participant. PASS is designed to walk alongside students as they navigate challenges, rather than solve problems for them. When a problem comes up, clinicians may help the student understand what happened, identify possible options, weigh pros and cons, practice what they might say or do, and figure out who they may need to contact. Parents should not expect PASS clinicians to automatically communicate with professors, access grades, or manage their student’s academic responsibilities. Those things generally remain the student’s responsibility, with PASS clinicians helping the student figure out how to navigate them independently. The goal is ultimately to help students become increasingly comfortable advocating for themselves, solving problems, and managing their own lives.
- How is student independence encouraged?
Increasing student independence is at the center of PASS. The program’s mission is to help students recognize their strengths while increasing their autonomy as they transition into adulthood and complete college. Clinicians don’t simply tell students what to do or take over when something becomes difficult. Instead, they help students think through situations, identify options, make decisions, practice skills, and take the next step themselves. For example, if a student is having an issue with a professor, a clinician might help them figure out what happened, brainstorm possible ways to address it, and practice or review an email before the student reaches out. Parents are encouraged to also follow this lead in encouraging independence. As students gain skills and confidence, the amount of support can gradually decrease. Students in later years may choose to receive fewer PASS services as they become more independent.
- How can we determine whether PASS is a good fit for our student?
PASS is generally a good fit for students who:
- Are degree-seeking UT students on the autism spectrum, or identify as neurodivergent, and are interested in additional support as they navigate college.
- Want to be successful in college but may need additional support with things like organization, time management, studying, routines, self-advocacy, social connection, or navigating the transition to adulthood.
- Are willing to participate consistently and actively in the program.
- Are open to trying strategies, talking through challenges, and working toward greater independence.
- Would benefit from having both a structured group environment and individualized support.
- May benefit from opportunities for peer or professional mentorship as they explore college life, careers, and adulthood.
Ultimately, PASS fit is considered individually. As part of the application process, the PASS team meets with the student and family to learn more about the student’s abilities, interests, needs, and goals and to determine whether the program is a good match.