Utilizing qualitative methodology, Resident Assistants\u27 perceptions were examined with regards to the training they receive for identifying and assisting High Functioning Autistic Students. Current Resident Assistants were interviewed and themes were developed. RA\u27s expressed dissatisfaction with current training concerning the characteristics of this population. Specifically, participants shared the need for additional training on identifying HFA students and the referral process to disability services. Lastly, participants shared feeling strong support from supervisors; however, lack the knowledge and confidence to effectively support these students
