The AHEADD Model™
Tailored to Meet the Unique Needs of Each Student
Very little research exists regarding the efficacy of individualized support programs in higher
education. It appears, however, that a continuum of support is becoming available for
students who require dramatically varying levels of assistance to be successful in a post-
secondary environment. At one end of the continuum lie programs that provide supportive
residential environments where students work toward developing fundamental social and
daily living skills while taking courses at a nearby community college. At the other end of the
continuum lies AHEADD, which provides professional staff and peer mentors who serve as
liaisons, personal advocates, and coaches for students who are competitively admitted to the
college of their choice.
Since 2002, AHEADD has tirelessly documented its successes and failures statistically and
anecdotally, ultimately resulting in the development of the AHEADD Model™, which is the
most comprehensive and effective private support structure available for students with
HFA/AS, NVLD, LD, and ADD who want to attend college but may flounder in the absence of
the support made available to them through high school.
The AHEADD model ™ can be applied within any campus environment and tailored to meet
the unique needs of each student. Learn more about our model by reading on, apply now to
the AHEADD program or contact the director with further questions.
The AHEADD Model of Support Involves Four Core Elements:
1. AHEADD Professional Staff Involvement
2. Development of Campus and Community Support Network
3. Utilization of Campus Resources
4. Peer Mentoring
1. Professional Staff Involvement
AHEADD's professional staff work alongside each student during twice-weekly, individual
meetings to address personal and academic goals established at the beginning of each
semester, increase academic accountability and ensure that the student is content with
his/her overall quality of life. These meetings are also aimed toward assisting students to
develop individualized strategies for managing various aspects of their college careers,
including:
These meetings may last from 30 minutes to an hour or more depending upon the needs of
the student on that particular day. Each meeting begins with discussion of upcoming
academic obligations and insuring that those obligations have been entered into the
student's weekly responsibilities and problem-solve for incompleted work or unmet
obligations. During these meetings, AHEADD staff also assist students in drafting important
communication with faculty, peers and peer mentors and, of equal importance, help students
to identify and connect with appropriate campus resources.
After the academic component of the meeting is completed, staff facilitate conversation and
problem solving which is focused on larger, quality of life issues such as campus
involvement, roomate relations, completion of activities of daily living (ie. hygiene and diet),
getting a job, etc. As the student and AHEADD staff develop rapport, this aspect of each
meeting becomes increasingly meaningful and productive.
2. Development of Campus and Community Support Network
Outside of the twice-weekly meetings, staff regularly liaise with Disability Resource Services
regarding development and implementation of accommodations, as well as with each
student's faculty and related professionals. The objectives and benefits of these interactions
include:
3. Utilization of Campus Resources
While AHEADD's professional staff provide particular expertise in supporting students with
Learning Disabilities, HFA/AS, NVLD and ADD, it is important to engage 'natural supports'
through existing campus resources which provide essential expertise in the following areas:
4. Peer Mentoring Program
This is comprised of 'typical' students who volunteer their time to provide (empathetic) social
opportunity and outlet for students enrolled in AHEADD. The Mentors also contribute valuable
insight into challenges that our students may be facing during social situations which
AHEADD's staff can then incorporate into discussions during the twice-weekly meetings.
Our Peer Mentors enter into the program though a comprehensive orientation program and
are then paired with an AHEADD student. The mentors and students make arrangements to
socialize independent of staff involvement and aim to get together at least once every week or
two. AHEADD also hosts a monthly 'large group' mentoring activity during which all of the
Mentors, AHEADD students and staff are invited to join in various events around town,
including dinners, bowling, pot luck and board game parties, as well as picnics and athletic
games.
Peer Mentors are asked to participate in two 'decompression' meetings over the course of
each semester during which AHEADD staff provide professional guidance in response to any
challenges the Mentors are experiencing.
Apply now to AHEADD or learn more about our model, by contacting the director.
Tailored to Meet the Unique Needs of Each Student
Very little research exists regarding the efficacy of individualized support programs in higher
education. It appears, however, that a continuum of support is becoming available for
students who require dramatically varying levels of assistance to be successful in a post-
secondary environment. At one end of the continuum lie programs that provide supportive
residential environments where students work toward developing fundamental social and
daily living skills while taking courses at a nearby community college. At the other end of the
continuum lies AHEADD, which provides professional staff and peer mentors who serve as
liaisons, personal advocates, and coaches for students who are competitively admitted to the
college of their choice.
Since 2002, AHEADD has tirelessly documented its successes and failures statistically and
anecdotally, ultimately resulting in the development of the AHEADD Model™, which is the
most comprehensive and effective private support structure available for students with
HFA/AS, NVLD, LD, and ADD who want to attend college but may flounder in the absence of
the support made available to them through high school.
The AHEADD model ™ can be applied within any campus environment and tailored to meet
the unique needs of each student. Learn more about our model by reading on, apply now to
the AHEADD program or contact the director with further questions.
The AHEADD Model of Support Involves Four Core Elements:
1. AHEADD Professional Staff Involvement
2. Development of Campus and Community Support Network
3. Utilization of Campus Resources
4. Peer Mentoring
1. Professional Staff Involvement
AHEADD's professional staff work alongside each student during twice-weekly, individual
meetings to address personal and academic goals established at the beginning of each
semester, increase academic accountability and ensure that the student is content with
his/her overall quality of life. These meetings are also aimed toward assisting students to
develop individualized strategies for managing various aspects of their college careers,
including:
- self-advocacy, faculty and classroom communication
- time management and organizational skills
- opportunities for social interaction and development of social skills
- utilization of campus and community resources
These meetings may last from 30 minutes to an hour or more depending upon the needs of
the student on that particular day. Each meeting begins with discussion of upcoming
academic obligations and insuring that those obligations have been entered into the
student's weekly responsibilities and problem-solve for incompleted work or unmet
obligations. During these meetings, AHEADD staff also assist students in drafting important
communication with faculty, peers and peer mentors and, of equal importance, help students
to identify and connect with appropriate campus resources.
After the academic component of the meeting is completed, staff facilitate conversation and
problem solving which is focused on larger, quality of life issues such as campus
involvement, roomate relations, completion of activities of daily living (ie. hygiene and diet),
getting a job, etc. As the student and AHEADD staff develop rapport, this aspect of each
meeting becomes increasingly meaningful and productive.
2. Development of Campus and Community Support Network
Outside of the twice-weekly meetings, staff regularly liaise with Disability Resource Services
regarding development and implementation of accommodations, as well as with each
student's faculty and related professionals. The objectives and benefits of these interactions
include:
- developing awareness within the campus and community network of support
- ensuring that all team members are aligned in their perception of the student's needs
and performance - problem solving when there is a disconnect between the student and professor's
perception of his/her performance - providing a consistent message from all team members to the student
3. Utilization of Campus Resources
While AHEADD's professional staff provide particular expertise in supporting students with
Learning Disabilities, HFA/AS, NVLD and ADD, it is important to engage 'natural supports'
through existing campus resources which provide essential expertise in the following areas:
- Disabilities Resources
- Student Health and local medical professionals
- Counseling and Psychological Services
- Academic Development/Learning Center for content tutoring and writing assistance
- Academic Advisors and Faculty Mentors
- Extracurricular activities and Clubs
- Career Counseling
- Work-study programs
4. Peer Mentoring Program
This is comprised of 'typical' students who volunteer their time to provide (empathetic) social
opportunity and outlet for students enrolled in AHEADD. The Mentors also contribute valuable
insight into challenges that our students may be facing during social situations which
AHEADD's staff can then incorporate into discussions during the twice-weekly meetings.
Our Peer Mentors enter into the program though a comprehensive orientation program and
are then paired with an AHEADD student. The mentors and students make arrangements to
socialize independent of staff involvement and aim to get together at least once every week or
two. AHEADD also hosts a monthly 'large group' mentoring activity during which all of the
Mentors, AHEADD students and staff are invited to join in various events around town,
including dinners, bowling, pot luck and board game parties, as well as picnics and athletic
games.
Peer Mentors are asked to participate in two 'decompression' meetings over the course of
each semester during which AHEADD staff provide professional guidance in response to any
challenges the Mentors are experiencing.
Apply now to AHEADD or learn more about our model, by contacting the director.
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AHEADD - 3945 Forbes Avenue #470 Pittsburgh, PA 15213 - (412) 848 - 9355
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