Theresa McFalls, Executive Director, Kinney Center – St. Joseph’s University

Theresa McFalls, executive director of the Kinney Center for Autism Education and Support, sat down with Invest: to discuss its new e-learning modules and the impact that those will have on training, the role that the Kinney Center plays in supporting the broader talent needs of the region, and partnership opportunities that could help students more successfully transition from education into the workforce. “Better transitions and early opportunities, such as internships or shadowing experiences, help students understand what’s required and what fits best,” McFalls said.

What changes over the past year have most influenced the Kinney Center’s work and the way that you serve students and their families?

We’re really excited about launching our new e-learning modules. We’ve been a leader in supporting neurodiverse college students through our ASPIRE program, and other colleges have been coming to us for guidance. This has been wonderful; however, it has also been quite time-consuming. Thanks to grant funding, we can now transform our in-person training into electronic modules. We are piloting this next week, and we’re thrilled about the potential to reach so many more people. 

How has the ASPIRE program grown since its launch and what does its success mean for students and their families?

ASPIRE started in 2012–2013 with just three students and me. It has grown tremendously, especially in recent years, with 20% year-over-year growth, a trend that aligns with rising autism diagnoses. Today, we provide comprehensive support to 80 students, thanks to a team of counselors and social workers. We support students in isolation and train faculty, public safety, and others across campus to build an inclusive community. We offer skills classes focused on college success and career readiness, from navigating the shuttle bus to getting involved on campus. We’re also focusing more on employment, partnering with neurodiverse-friendly employers, starting with internships and training companies on how to support neurodiverse employees. Success means many things: retention from year one to year two, graduation rates that match or exceed the national average, securing employment, or even joining a club, making a friend, or going to a party. These milestones can be uniquely challenging for this population.

What role does the Kinney Center play in preparing future professionals to work with those in the community while addressing the broader talent needs of the region?

Our Scholar’s Program for undergrad students at Saint Joseph’s trains them to become what we call “force multipliers.” They learn how to support people with autism and work in our programs, gaining broad experience with individuals who have varying levels of support needs. Many go into education or mental health, but we also have students in film, communications, and other fields. It’s important to have autism-informed people in all industries — neurodiverse colleagues are everywhere. Some of our students have gone on to become doctors or dentists — a neurodiverse-friendly dentist is a perfect example of the practical impact. We’ve partnered with the business school to develop a graduate-level program focused on managing neurodiversity — it’s so important to reach HR leaders, too.

What more could the business community do to improve employment pathways and retention for neurodiverse individuals?

It starts with training and understanding the unique strengths and talents of this population. This isn’t charity; there’s solid research showing that neurodiverse individuals can be more productive than their neurotypical peers. There’s a good business case to invest in this community. Companies should train their employees and implement support models. They can review onboarding processes. If a one-on-one check-in isn’t working, maybe 15 minutes a day works better. Small shifts can make a big difference and benefit everyone, not just neurodiverse employees.

Where do you see opportunities for partnerships between schools, employers, and community organizations to help students transition successfully to the workforce?

There’s real opportunity to build stronger partnerships during the transitional age. Is college the best next step, or is the workplace? Better transitions and early opportunities, such as internships and shadowing experiences, help students understand what’s required and what fits best. And there’s always a next step after that.

What trends in autism support are shaping how organizations like the Kinney Center do their work? 

A trend we’re seeing is the rise of multidisciplinary teams. Being part of a university supports this well. Another big shift is neuroaffirming care. Historically, the focus was on problems, but now it’s about recognizing strengths and how to support them. We’re proud to have been part of that shift.

How is the Center’s research program helping to close gaps and bring new ideas to the field?

We have a dedicated researcher on staff who’s also a professor in the psychology department. His work has been groundbreaking. For example, around women and autism, challenging the misconception that “girls just have less autism.” He’s led projects like using virtual reality to train both police officers and individuals with autism on how to interact with each other. Most recently, he and a neurodiverse student co-published an article on exercise and autism. It’s great to see students involved in this work.

Looking ahead, what are your top priorities and goals for the Kinney Center for the next three to five years?

We’re excited to roll out our e-learning modules, starting with autism in college and expanding into workplace training. We’ve even trained the Red Cross. There’s so much need at the community level — libraries, museums, and other spaces want this training too. It feels like the sky’s the limit. Employment is a big focus — our ASPIRE students have good post-college employment rates, but they could be better. We’re expanding support for those struggling to find jobs, including people who are vocationally bound but need more preparation to enter the workforce. We want to support employment across the entire spectrum.

How is your program having an impact on undergraduate students who are involved?

I really want to highlight our undergrad students. They’re gaining an educational experience that many of their peers don’t get. They’re going into so many fields with this training, which makes them better colleagues, better leaders, and better allies for the neurodiverse community.