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McKenney EE, Richards JK, Day TC, Brunwasser SM, Cucchiara CL, Kofner B, McDonald RG, Gillespie-Lynch K, Lamm J, Kang E, Lerner MD, Gotham KO. Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:1972-1984. [PMID: 38380636 PMCID: PMC11303119 DOI: 10.1177/13623613231216879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2024]
Abstract
LAY ABSTRACT How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction.
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Locke J, Osuna A, Myrvold RJ, Closson JS. Supporting Autistic College Students: Examining the Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program. J Autism Dev Disord 2024; 54:2094-2107. [PMID: 37017864 DOI: 10.1007/s10803-023-05969-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/15/2023] [Indexed: 04/06/2023]
Abstract
Recent trends suggest that autistic young adults are increasingly accessing postsecondary education than in years past. However, these students often face unique challenges that negatively impact their college experience resulting in high dropout. The Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program is a peer-mentorship college transition program intended to support autistic students with executive functioning, social, and self-advocacy skills. This study investigated the experiences of 13 autistic mentees and 12 non-autistic mentors enrolled in the MOSSAIC program. Program feedback was collected using semi-structured interviews in order to understand student experiences, highlight benefits, and identify areas of improvement. Participants reported a general positive experience and improved skills in the domains of socialization, executive functioning, academic performance, and professional development. The most common suggestion for the program was the inclusion of autistic peer mentors. Mentees noted difficulty relating with non-autistic peers and feeling burdened with the need to educate their mentor on how to support autistic adults. These data provide valuable insight into how colleges can better improve support for autistic college students to ensure postsecondary success. Future peer mentorship programs should consider recruiting neurodiverse mentors from diverse backgrounds to improve congruence between mentor and mentee identities.
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Affiliation(s)
- Jill Locke
- Department of Psychiatry and Behavioral Sciences, University of Washington, 6200 NE 74th Street, Box 354920, Seattle, WA, 98115, USA.
| | - Anthony Osuna
- Department of Psychiatry and Behavioral Sciences, University of Washington, 6200 NE 74th Street, Box 354920, Seattle, WA, 98115, USA
| | - Raine J Myrvold
- Department of Psychiatry and Behavioral Sciences, University of Washington, 6200 NE 74th Street, Box 354920, Seattle, WA, 98115, USA
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Tan DW, Rabuka M, Haar T, Pellicano E. 'It's a symbolic violence': Autistic people's experiences of discrimination at universities in Australia. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:1344-1356. [PMID: 38148639 PMCID: PMC11134995 DOI: 10.1177/13623613231219744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2023]
Abstract
LAY ABSTRACT Autistic students experience many challenges at university. One significant barrier identified in past research was autistic students' experiences of discrimination (i.e. being treat differently) and stigma (being judged differently). Our research team included both autistic and non-autistic researchers who designed a project to help explore autistic students' experiences of stigma and discrimination at Australian universities. We interviewed 21 autistic students who went to a university - some had completed qualifications, and some had not. From our interviews, we identified four themes: (1) 'My disability is something that people just don't have a clue about', (2) 'the system is really stacked against you', (3) the onus is on autistic students, and (4) 'grit and stubbornness'. As a result, we recommended changes in the way courses are written and taught so that autistic people have opportunities that meet their ways of learning. It is also important for university staff to understand the impact of trauma experienced by autistic people and that universities work together with autistic people to design courses and supports that include autistic ways of learning, accessible university processes and identify support needs.
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Affiliation(s)
- Diana Weiting Tan
- Macquarie School of Education, Macquarie University, Australia
- School of Psychological Science, University of Western Australia, Australia
| | - Marion Rabuka
- Macquarie School of Education, Macquarie University, Australia
| | - Tori Haar
- Macquarie School of Education, Macquarie University, Australia
| | - Elizabeth Pellicano
- Macquarie School of Education, Macquarie University, Australia
- Department of Clinical, Educational and Health Psychology, University College London, UK
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Gurbuz E, Riby DM, South M, Hanley M. Associations between autistic traits, depression, social anxiety and social rejection in autistic and non-autistic adults. Sci Rep 2024; 14:9065. [PMID: 38643251 PMCID: PMC11032319 DOI: 10.1038/s41598-024-59532-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 04/11/2024] [Indexed: 04/22/2024] Open
Abstract
Autistic people frequently experience negative judgements from non-autistic people, often fuelled by misconceptions that autistic people lack empathy. Understanding responses to negative social judgement among autistic people is crucial because of the potential negative impact on wellbeing and future interactions. We investigated the role of autistic traits, social anxiety, and depression on behavioural indices of social rejection in 20 autistic (AUT; 11 males) and 40 non-autistic (N-AUT; 21 males) university students. Participants completed the Social Judgement Task (SJT) where they predicted whether they were liked by another person, then received feedback on whether those evaluations were correct. Participants also completed an Age Judgement Task (AJT) where they estimated the age of the pictured person. The AUT group had lower positive expectation scores, meaning less tendency to predict being liked. Across the whole sample, higher social anxiety predicted greater tendency to anticipate rejection from others, not autistic traits. These findings suggest early experiences of rejection might lead to a negative self-bias in autistic people and emphasise the importance of using a transdiagnostic approach by showing that social anxiety rather than autistic traits is associated with expectation of social rejection.
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Affiliation(s)
- Emine Gurbuz
- Department of Psychology, University of Portsmouth, King Henry Building, King Henry I Street, Portsmouth, PO1 2DY, UK.
- Centre for Interaction, Development and Diversity, University of Portsmouth, Portsmouth, UK.
| | - Deborah M Riby
- Department of Psychology, Durham University, Durham, UK
- Centre for Neurodiversity & Development, Durham University, Durham, UK
| | - Mikle South
- Emory University School of Medicine and Emory Brain Health Center, Atlanta, USA
| | - Mary Hanley
- Department of Psychology, Durham University, Durham, UK
- Centre for Neurodiversity & Development, Durham University, Durham, UK
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O'Connor RA, Doherty M, Ryan-Enright T, Gaynor K. Perspectives of autistic adolescent girls and women on the determinants of their mental health and social and emotional well-being: A systematic review and thematic synthesis of lived experience. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:816-830. [PMID: 38145308 DOI: 10.1177/13623613231215026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2023]
Abstract
LAY ABSTRACT Difficulties with mental health and low levels of well-being are more common among autistic girls and women than non-autistic people, but we do not fully understand why. Research does not focus enough on what autistic girls and women could tell us about this. This review aims to summarise the studies where autistic girls and women explain things that affect their mental health and well-being to help us understand how to prevent these difficulties from developing. Three research databases were searched to find possibly relevant studies. There were 877 studies found, which two researchers screened according to particular criteria. They found 52 studies that could be included in this review. One researcher evaluated the quality of these studies and extracted the key information from them. This review summarises the views of 973 autistic girls and women aged between 13 and 70+. The findings from the 52 studies were analysed, and we found many factors that affect the mental health and well-being of autistic girls and women. These factors fall into two categories: (1) difficulties living in a world not designed for autistic people and (2) the impact of stigma due to being autistic.
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Affiliation(s)
- Rachel Ag O'Connor
- School of Psychology, University College Dublin, Republic of Ireland
- Health Service Executive, Republic of Ireland
| | - Mary Doherty
- Brighton and Sussex Medical School, Brighton, UK
- Our Lady's Hospital, Navan, Republic of Ireland
| | - Theresa Ryan-Enright
- School of Psychology, University College Dublin, Republic of Ireland
- Health Service Executive, Republic of Ireland
| | - Keith Gaynor
- School of Psychology, University College Dublin, Republic of Ireland
- DETECT, Early Intervention Service, Blackrock, Republic of Ireland
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O'Neill SJ, Smyth S. Using off-the-shelf solutions as assistive technology to support the self-management of academic tasks for autistic university students. Assist Technol 2024; 36:173-187. [PMID: 37459464 DOI: 10.1080/10400435.2023.2230480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2022] [Revised: 05/12/2023] [Accepted: 06/21/2023] [Indexed: 08/23/2023] Open
Abstract
Having the skills to self-manage the demands of academic life in third-level education is critical to the successful completion of courses taken there. Independent study behavior is an aspect of university life that pervades all topics but one that requires the self-management of time in relation to study goals. Individuals with additional educational needs, such as autism, often have difficulty self-managing independent study. This may result in students failing to meet the standards required for successful course completion. The current study (n = 2) used a range bound changing criterion design to evaluate the effects of a behavioral intervention that included assistive technology in the form of a smartphone and wearable smartwatch. The intervention aimed to increase the duration of independent study behavior among university students with autism. The intervention combined self-management (goal setting, self-monitoring, self-recording) together with assistive tech. to prompt engagement in, and recording of, independent study behavior. Findings showed the intervention to be effective at increasing independent study duration for autistic adults attending third-level education.
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Affiliation(s)
- Sean J O'Neill
- Centre for Public Health, Medicine, Health & Life Sciences, Queen's University Belfast, Dublin, Ireland
| | - Sinéad Smyth
- School of Psychology, Dublin City University, Dublin, Ireland
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Venker CE, Lorang E. A commentary on children's books about autism: What messages do they send about neurodiversity? Autism Res 2024; 17:452-458. [PMID: 38148499 PMCID: PMC10963153 DOI: 10.1002/aur.3081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 12/02/2023] [Indexed: 12/28/2023]
Abstract
The past three decades have seen an exponential increase in the publication of children's books about autism. This increased availability of children's books is exciting because they have the power to promote understanding, acceptance, and appreciation of neurodiversity. However, growing concerns have been raised by both autistic and non-autistic people that some children's books about autism may work against neurodiversity, rather than promoting it. This Commentary discusses the strikingly different ways in which children's books about autism portray key concepts related to neurodiversity, including autistic differences, agency, abilities, and communication. We present concrete examples (including books by autistic authors); highlight the views of autistic and non-autistic parents of autistic children; and discuss how different books may leave readers with different impressions of autism and neurodiversity. Given the vastly different themes that emerge across different books, we conclude that it is important for educators, families, and other members of the autism community to make informed and individualized choices about what books they use for what purpose. We emphasize the need for systematic, high-quality research on children's books about autism, including content analyses and studies that determine what messages these books send to their intended audience: children. It is vital that autistic people continue to shape this conversation, contributing unique insights that inform research priorities and the methodological approaches used to investigate them.
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Affiliation(s)
- Courtney E. Venker
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, Michigan 48824
| | - Emily Lorang
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing, Michigan 48824
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Hantman RM, Johnston EB, Tager-Flusberg H. Parental Perspectives: How Sensory Sensitivities Impact the Transition to Adulthood in Adolescents and Young Adults with Autism Spectrum Disorder. J Autism Dev Disord 2024; 54:544-562. [PMID: 36402934 PMCID: PMC9676764 DOI: 10.1007/s10803-022-05815-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/03/2022] [Indexed: 11/21/2022]
Abstract
Sensory sensitivities are common in autism spectrum disorder (ASD) and impact daily life, but research has largely focused on children, neglecting older individuals. Likewise, while there is research regarding parental concerns for their autistic children's transition to adulthood, little is known about the role of sensory sensitivities. To address this gap, 66 parents of autistic adolescents and young adults were interviewed and their responses were qualitatively analyzed. All parents believed their children's sensory sensitivities impacted their transition to adulthood, primary developmentally/psychologically, interpersonally/socially, and managerially. These beliefs did not significantly differ by child characteristics, such as age and ASD severity. Parent perceptions were modality and context specific. Given these findings, transition planning should consider individual's specific sensory sensitivities to optimize independence.
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Affiliation(s)
- Rachel M Hantman
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA.
- Department of Psychology, University of South Carolina, Columbia, SC, USA.
| | - Emily B Johnston
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
| | - Helen Tager-Flusberg
- Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
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Son JW, Nam SH. Basic Management Strategies by Life Cycle for Treatment of the Persons With Autism Spectrum Disorder. Soa Chongsonyon Chongsin Uihak 2024; 35:22-28. [PMID: 38204737 PMCID: PMC10774562 DOI: 10.5765/jkacap.230011] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 08/14/2023] [Accepted: 12/03/2023] [Indexed: 01/12/2024] Open
Abstract
Interventions for targeted symptoms are important when setting treatment strategies for individuals with autism spectrum disorder (ASD) and developmental disabilities. Especially, the goal should be to achieve individual "niche construction" by allowing them to select and adjust an environment where they can demonstrate their special characteristics and strengths. In addition, these choices should vary depending on the stage of development of each person with ASD and developmental disabilities. It is necessary to establish a detailed and systematic plan for diagnosis and treatment necessary for infants and toddlers, school placement in school age, and employment or self-reliance in adult transition period to establish customized treatment strategies that fit the individual level of people with ASD and developmental disabilities.
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Affiliation(s)
- Jung-Woo Son
- Department of Neuropsychiatry, College of Medicine, Chungbuk National University, Cheongju, Korea
| | - Seok-Hyun Nam
- Department of Psychiatry, Jeonbuk National University Hospital, Jeonju, Korea
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Jenks E, Selman F, Harmens M, Boon S, Tran T, Hobson H, Eagle S, Sedgewick F. Teaching higher education staff to understand and support autistic students: evaluation of a novel training program. Front Psychiatry 2023; 14:1264895. [PMID: 38188057 PMCID: PMC10770249 DOI: 10.3389/fpsyt.2023.1264895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 11/29/2023] [Indexed: 01/09/2024] Open
Abstract
Background Autistic students are particularly vulnerable to stressors within a university environment and are more likely to experience poor mental health than their non-autistic peers. Students' experiences of stigma from staff and peers, and the masking behaviors they deploy to minimize it, can also result in worsening mental health. Despite these concerns, there is a lack of tailored support for autistic students at university. The current project assesses a co-created training course for university staff focused on debunking stereotypes, educating about the autistic experience at university, mental health presentation among autistic individuals, and practical strategies to improve interactions with autistic students. Methods The Autism Stigma and Knowledge Questionnaire [ASK-Q] was administered before and after the training, to examine changes in trainees' understanding and acceptance of autism and autistic people. Post-training interviews and surveys were also conducted with trainees, covering the impact the training has had on their perceptions of autism, the strategies they found beneficial, and how they will use the materials in future. Results There were no statistically significant differences between pre- and post-training scores on the ASK-Q, likely due to ceiling effects as pre-training scores were high. Thematic analysis of interviews identified five themes: value of lived experience; developing nuanced, in-depth knowledge of autism; training as acceptable and feasible; links to professional practice; and systemic barriers. Conclusion Although ceiling effects meant there were no changes to participant's knowledge about autism and autistic people statistically, the qualitative data reveals the extensive benefits they gained from taking part in the training programs. Scoring highly on the ASK-Q did not mean that people could not learn important new information and benefit from the course. This more nuanced understanding of autism led to practical changes in their practice. Listening to and learning from autistic people was seen as particularly important, highlighting the value of co-production. Our results also emphasize the need for varied approaches to evaluating training effectiveness, as reliance on quantitative data alone would have missed the subtler, but impactful, changes our participants experienced. This has important implications for professional practice, both within higher education and more broadly.
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Affiliation(s)
- Emma Jenks
- School of Education, University of Bristol, Bristol, United Kingdom
| | - Freya Selman
- School of Education, University of Bristol, Bristol, United Kingdom
| | - Miriam Harmens
- Department of Psychology, University of York, York, United Kingdom
| | - Sarah Boon
- School of Education, University of Bristol, Bristol, United Kingdom
| | - Trang Tran
- Health and Social Sciences, University of the West of England, Bristol, United Kingdom
| | - Hannah Hobson
- Department of Psychology, University of York, York, United Kingdom
| | - Sarah Eagle
- School of Education, University of Bristol, Bristol, United Kingdom
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Kim SA, Baczewski L, Pizzano M, Kasari C, Sturm A. Discrimination and Harassment Experiences of Autistic College Students and Their Neurotypical Peers: Risk and Protective Factors. J Autism Dev Disord 2023; 53:4521-4534. [PMID: 36103077 PMCID: PMC10627989 DOI: 10.1007/s10803-022-05729-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/20/2022] [Indexed: 10/14/2022]
Abstract
This study examines autistic and non-autistic college students' experiences of discrimination and harassment and identifies protective and risk factors. A nationwide survey was used to match autistic students (N = 290) and non-autistic students (N = 290) on co-occurring diagnoses and demographic characteristics. Multiple regression and interaction analysis revealed that faculty support was protective against discrimination and harassment regardless of autism status. Habits of mind was particularly protective for autistic students against harassment. Any student who engaged in school-facilitated events was more likely to experience discrimination and harassment, but the risk was heightened for autistic students. Findings highlight the importance of faculty support in fostering positive interpersonal experiences on campus, and demonstrate the need to address deeper college campus issues with respect to neurodiversity.
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Affiliation(s)
- Sohyun An Kim
- Center for Dyslexia, Diverse Learners, and Social Justice, University of California Los Angeles, 3005B Moore Hall, Los Angeles, CA, 90095-1521, USA.
- Charter College of Education, California State University Los Angeles, Los Angeles, USA.
| | - Lauren Baczewski
- Department of Education, University of California Los Angeles, Los Angeles, USA
- Semel Institute for Neuroscience, University of California Los Angeles, Los Angeles, USA
| | - Maria Pizzano
- Department of Education, University of California Los Angeles, Los Angeles, USA
- Semel Institute for Neuroscience, University of California Los Angeles, Los Angeles, USA
- Center for Autism Research and Treatment, University of California Los Angeles, Los Angeles, USA
| | - Connie Kasari
- Department of Education, University of California Los Angeles, Los Angeles, USA
- Semel Institute for Neuroscience, University of California Los Angeles, Los Angeles, USA
| | - Alexandra Sturm
- Center for Autism Research and Treatment, University of California Los Angeles, Los Angeles, USA
- Department of Psychological Science, Loyola Marymount University, Los Angeles, USA
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Jones SC, Gordon CS, Mizzi S. Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:2205-2217. [PMID: 36802826 PMCID: PMC10576905 DOI: 10.1177/13623613231155770] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2023]
Abstract
LAY ABSTRACT The way autism is represented in fictional media can impact people's views of autistic people. For example, representations may contribute to negative views of autistic people as being unusual or dangerous, or they may challenge stereotypes and instead highlight the strengths of autistic people. This work aimed to review previous research to understand how autistic people have been represented in fictional media (Part A). It also sought to understand whether viewing fictional portrayals of autism has an impact on people's knowledge of autism and attitudes towards autistic people (Part B). Of 14 studies that were included in Part A, several unhelpful and stereotypical portrayals of autism emerged. Positive portrayals were those that highlighted the strengths of autistic people and reflected nuance. There is a need for greater diversity in representation of autism in fictional media. For example, not all autistic people are white heterosexual males. Across the five studies included in Part B, there were no improvements in people's knowledge of autism after watching or reading a short segment from a fictional TV series or novel that depicts an autistic person. Although there was a significant improvement in people's attitudes towards autistic people, these findings do not provide a complete picture given the short length of the media exposure and small number of studies. Future studies should investigate how multiple exposures to the representation of autistic people in both fictional and non-fictional sources can affect people's understanding of autism. There is also a need to develop more accurate and respectful ways of measuring people's knowledge of, and attitudes towards, autism.
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Austermann Q, Gelbar NW, Reis SM, Madaus JW. The transition to college: lived experiences of academically talented students with autism. Front Psychiatry 2023; 14:1125904. [PMID: 37476541 PMCID: PMC10354361 DOI: 10.3389/fpsyt.2023.1125904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 06/09/2023] [Indexed: 07/22/2023] Open
Abstract
The experiences of autistic college students have become an increasing focus of research over the past 10 years. As a part of a larger research project, 40 successful autistic college students were interviewed about their experiences transitioning from high school to college. Participants reported being active participants in selecting colleges, but not receiving robust transition services during high school. They reported wanting additional opportunities in high school to develop executive function skills and to have more social opportunities. Further, they stressed the importance of developing greater independence while in high school.
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Hamilton LG, Petty S. Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Front Psychol 2023; 14:1093290. [PMID: 36874864 PMCID: PMC9978378 DOI: 10.3389/fpsyg.2023.1093290] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 01/30/2023] [Indexed: 02/18/2023] Open
Abstract
The neurodiversity paradigm challenges pathologising accounts of neurodevelopmental differences, including autism, attention deficit disorder (ADHD), dyslexia, developmental language disorder (DLD) and others. From a neurodiversity perspective, these differences in the way people perceive, learn about and interact with the world are conceptualised as naturally occurring cognitive variation, akin to biodiversity in the natural environment, which may bring unique strengths and challenges for individuals. An implication of this approach is that interventions designed to create contexts in which neurodivergent people can thrive are needed, in addition to those that seek to ameliorate individual-level difficulties. In this conceptual review, we consider how higher education can offer a context in which cognitive diversity can be noticed, welcomed and accepted with warmth. In universities, neurodiversity is one dimension of difference within an increasingly diverse student population, which overlaps - but is not synonymous - with disability. We argue that improving experience and outcomes for neurodivergent students should be a priority for universities aiming to produce graduates equipped to tackle the complex problems of contemporary society. Drawing on the foundational principles of compassion-focused psychological therapies, we consider how compassion can be enacted within interpersonal interaction, curriculum design, and leadership culture in universities. We apply the insights of double empathy theory to the problem of overcoming barriers of difference in the classroom. Finally, we make recommendations for Universal Design for Learning (UDL) and strengths-based pedagogical approaches, which create a fit-for-purpose educational environment for the widest possible range of learners. This realignment with the neurodiversity paradigm offers an antidote to bolt-on provisions for students who differ from the neuro-normative, and might enable neurodivergent thinkers to flourish within and beyond higher education.
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Affiliation(s)
- Lorna G Hamilton
- School of Education, Language and Psychology, York St John University, York, United Kingdom
| | - Stephanie Petty
- School of Education, Language and Psychology, York St John University, York, United Kingdom
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Bakker T, Krabbendam L, Bhulai S, Meeter M, Begeer S. Predicting academic success of autistic students in higher education. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023:13623613221146439. [PMID: 36602222 PMCID: PMC10374996 DOI: 10.1177/13623613221146439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
LAYMEN SUMMARY What is already known about the topic?Autistic youths increasingly enter universities. We know from existing research that autistic students are at risk of dropping out or studying delays. Using machine learning and historical information of students, researchers can predict the academic success of bachelor students. However, we know little about what kind of information can predict whether autistic students will succeed in their studies and how accurate these predictions will be.What does this article add?In this research, we developed predictive models for the academic success of 101 autistic bachelor students. We compared these models to 2,465 students with other health conditions and 25,077 students without health conditions. The research showed that the academic success of autistic students was predictable. Moreover, these predictions were more precise than predictions of the success of students without autism.For the success of the first bachelor year, concerns with aptitude and study choice were the most important predictors. Participation in pre-education and delays at the beginning of autistic students' studies were the most influential predictors for second-year success and delays in the second and final year of their bachelor's program. In addition, academic performance in high school was the strongest predictor for degree completion in 3 years.Implications for practice, research, or policyThese insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.
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Affiliation(s)
- Theo Bakker
- Vrije Universiteit Amsterdam, The Netherlands
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16
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Shea G, Derry S. A survey of library services for autistic college students. JOURNAL OF ACADEMIC LIBRARIANSHIP 2022. [DOI: 10.1016/j.acalib.2022.102591] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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17
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Umagami K, Remington A, Lloyd-Evans B, Davies J, Crane L. Loneliness in autistic adults: A systematic review. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2022; 26:2117-2135. [PMID: 35257592 PMCID: PMC9597154 DOI: 10.1177/13623613221077721] [Citation(s) in RCA: 32] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
LAY ABSTRACT Recently, researchers have been interested in how autistic people experience loneliness. Yet, most of this research has focused on loneliness in autistic children and young people. We present the results of a systematic review on loneliness in autistic adults. A systematic review is a rigorous way of searching for all existing research on a topic and summarizing the findings about specific questions. We searched for all research published on this topic until 9 April 2021. We found 34 articles that investigated loneliness in autistic adults. This research showed that (1) there is fairly little research that has involved directly asking autistic adults about their first-hand experiences of loneliness (e.g. what loneliness feels like for them); (2) few research studies have used loneliness questionnaires specifically developed for autistic adults (this was attempted in just one research study); (3) collective loneliness (i.e. loneliness associated with how much an autistic person feels they 'fit in' to society) seems important to autistic adults but has not been investigated as commonly as other aspects of loneliness (e.g. loneliness associated with romantic relationships or friendships); (4) things that might increase loneliness in autistic adults include anxiety and depression, and a lack of autism understanding and acceptance, for example; and (5) things that might reduce loneliness in autistic adults include having relationships and self-acceptance, for example. In our article, we discuss the kinds of future research on loneliness in autistic adults that might be useful.
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18
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Nolan C, Doyle JK, Lewis K, Treanor D. Disabled Students’ perception of the sensory aspects of the learning and social environments within one Higher Education Institution. Br J Occup Ther 2022. [DOI: 10.1177/03080226221126895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Introduction: The environment, both natural and man-made, can influence how we learn and socialise. For some, the environment can be a challenge to overcome. The purpose of this study was to establish a student’s perspective on the sensory aspects of the learning and social environments of a university. Methods: A survey design based upon Winnie Dunn’s Adult/Adolescent Sensory Profile was developed specifically for this study; 150 disabled students responded to the survey, which was analysed using descriptive statistics and template analysis. Results: The final template analysis identified 3 main themes with 10 sub-themes, with each sub-theme relating to the research question as well as to the level of explanation: (a) Theme one: Barriers in the environment described noise, poor lighting, crowding and lack of visual cues that created difficulties for the respondents to this survey. The sub-themes were obstacles to learning in the library, obstacles to learning in lectures, obstacles to learning in exams and ventilation in learning spaces. (b) Theme two: Reactions to barriers, included how respondents react to sensory overload and uncertainty in the environment. The sub-themes encompassed problems when schedules change regularly, and reactions when overwhelmed in college. (c) Theme three: Improving the environment refers to suggestions that respondents made to improving the environment for all students to enable engagement and participation within college. The sub-themes compromised of developing a safe space for managing sensory needs, seeking natural elements across campus, seeking awareness, as well as adaptions and strategies for transitions. Conclusion: Respondents identified how individuals have varied responses to sensory stimuli thereby increasing our understanding. They pointed to a way forward for institutes of higher education to design spaces that are more inclusive by putting forward suggestions for greater use of green space, better furnishings and minimisation of distractions, thereby increasing the health and welfare for all.
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Affiliation(s)
- Clodagh Nolan
- Discipline of Occupational Therapy, Trinity Centre for Health Sciences, Trinity College Dublin, University of Dublin, Dublin, Ireland
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19
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Zukerman G, Yahav G, Ben-Itzchak E. Adaptive behavior and psychiatric symptoms in university students with ASD: One-year longitudinal study. Psychiatry Res 2022; 315:114701. [PMID: 35797842 DOI: 10.1016/j.psychres.2022.114701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 06/12/2022] [Accepted: 06/29/2022] [Indexed: 11/24/2022]
Abstract
In recent years, more young adults with ASD are attending post-secondary education, and several support programs have been proposed for this population. However, research regarding the long-term effects of university enrollment on outcomes among students with ASD is scarce. This study examined adaptive behavior and psychiatric symptoms during the first semester of two consecutive academic years (T1, T2) among 39 students with ASD, 29 students without ASD and high levels of social anxiety symptoms (High SA), and 32 students without ASD and low levels of SA symptoms (Low SA). Students with ASD participated in a university support program and resided with a peer mentor student without ASD, which encouraged social interaction. At T1, students with ASD reported lower levels of adaptive behavior and higher levels of social anxiety and obsessive-compulsive symptoms compared to the other groups. However, at follow-up (T2), significantly higher conceptual adaptive skill levels (specifically communication skills) and significantly lower depression symptom levels from T1 were reported only among students with ASD. The levels of social anxiety and obsessive-compulsive symptoms at T1 were negatively associated with adaptive functioning a year later (T2). Implications regarding adults with ASD attending university are discussed.
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Affiliation(s)
- Gil Zukerman
- Department of Communication Disorders, School of Health Sciences, Ariel University, Israel.
| | - Gili Yahav
- Department of Communication Disorders, School of Health Sciences, Ariel University, Israel.
| | - Esther Ben-Itzchak
- The Bruckner Center for Research in Autism, Department of Communication Disorders, Ariel University, Ariel, Israel.
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20
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Tomaszewski B, Klinger LG, Pugliese CE. Self-Determination in Autistic Transition-Aged Youth without Intellectual Disability. J Autism Dev Disord 2022; 52:4067-4078. [PMID: 34536165 PMCID: PMC8930783 DOI: 10.1007/s10803-021-05280-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2021] [Indexed: 11/30/2022]
Abstract
Self-determination refers to an individual's capacity and opportunities to act as a causal agent in their own lives to make choices, decisions, and set goals. The current study examined self- and parent-reports of the AIR Self-Determination Scale in transition-aged autistic youth (Based on stakeholder preferences, we use identity-first(autistic) or neutral language (on the autism spectrum) (Bottema-Beutel in JAMA 3:18-29, 2020)). Autistic youth completed depression and executive function measures, and parents rated their child's social-communication and executive function difficulties. Despite differences between youth and parent reports, both youth and their parents reported lower self-determination skills (capacity) than opportunities to practice self-determined behaviors. Both depression and executive function skills were related to self-determination capacity, highlighting potential intervention targets for transition-aged youth to facilitate increased self-determination and potentially improved adult outcomes.
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Affiliation(s)
- Brianne Tomaszewski
- TEACCH Autism Program, Department of Psychiatry, University of North Carolina at Chapel Hill, CB#7180, Chapel Hill, NC, 27599-7180, USA.
| | - Laura G Klinger
- TEACCH Autism Program, Department of Psychiatry, University of North Carolina at Chapel Hill, CB#7180, Chapel Hill, NC, 27599-7180, USA
| | - Cara E Pugliese
- Center for Autism Spectrum Disorders, Division of Pediatric Neuropsychology, Children's Research Institute, Children's National Hospital, Washington, USA
- Department of Psychiatry, Behavioral Sciences & Pediatrics, The George Washington University School of Medicine, 15245 Shady Grove Rd., Suite 350, Rockville, MD, 20850, USA
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21
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Roberson CA, Barefield T, Griffith E. Students with disabilities and library services: Blending accommodation and universal design. JOURNAL OF ACADEMIC LIBRARIANSHIP 2022. [DOI: 10.1016/j.acalib.2022.102531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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22
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Cahart MS, Amad A, Draper SB, Lowry RG, Marino L, Carey C, Ginestet CE, Smith MS, Williams SCR. The effect of learning to drum on behavior and brain function in autistic adolescents. Proc Natl Acad Sci U S A 2022; 119:e2106244119. [PMID: 35639696 PMCID: PMC9191342 DOI: 10.1073/pnas.2106244119] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2021] [Accepted: 03/17/2022] [Indexed: 11/18/2022] Open
Abstract
This current study aimed to investigate the impact of drum training on behavior and brain function in autistic adolescents with no prior drumming experience. Thirty-six autistic adolescents were recruited and randomly assigned to one of two groups. The drum group received individual drum tuition (two lessons per week over an 8-wk period), while the control group did not. All participants attended a testing session before and after the 8-wk period. Each session included a drumming assessment, an MRI scan, and a parent completing questionnaires relating to the participants’ behavioral difficulties. Results showed that improvements in drumming performance were associated with a significant reduction in hyperactivity and inattention difficulties in drummers compared to controls. The fMRI results demonstrated increased functional connectivity in brain areas responsible for inhibitory control, action outcomes monitoring, and self-regulation. In particular, seed-to-voxel analyses revealed an increased functional connectivity in the right inferior frontal gyrus and the right dorsolateral prefrontal cortex. A multivariate pattern analysis demonstrated significant changes in the medial frontal cortex, the left and right paracingulate cortex, the subcallosal cortex, the left frontal pole, the caudate, and the left nucleus accumbens. In conclusion, this study investigates the impact of a drum-based intervention on neural and behavioral outcomes in autistic adolescents. We hope that these findings will inform further research and trials into the potential use of drum-based interventions in benefitting clinical populations with inhibition-related disorders and emotional and behavioral difficulties.
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Affiliation(s)
| | - Ali Amad
- Neuroimaging Department, Kings College London, London SE5 8AF, United Kingdom
- Lille Neuroscience & Cognition Department, University of Lille, INSERM U1172, Centre Hospitalier Universitaire Lille, Lille, F-59000 France
| | - Stephen B. Draper
- Department of Sport, Hartpury University, Gloucester GL19 3BE, United Kingdom
| | - Ruth G. Lowry
- School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Essex CO4 3SQ, United Kingdom
| | - Luigi Marino
- Department of Sport, Hartpury University, Gloucester GL19 3BE, United Kingdom
| | - Cornelia Carey
- Department of Psychiatry, Royal College of Surgeons, Dublin 2 D02 YN77, Ireland
| | - Cedric E. Ginestet
- Department of Biostatistics and Health Informatics, Kings College London, London SE5 8AF, United Kingdom
| | - Marcus S. Smith
- Institute of Sport, Nursing and Allied Health, University of Chichester, Chichester PO19 6PE, United Kingdom
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23
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Madaus J, Reis S, Gelbar N, Delgado J, Cascio A. Perceptions of Factors that Facilitate and Impede Learning Among Twice-Exceptional College Students with Autism Spectrum Disorder. Neurobiol Learn Mem 2022; 193:107627. [DOI: 10.1016/j.nlm.2022.107627] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 05/01/2022] [Accepted: 05/03/2022] [Indexed: 11/24/2022]
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24
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Flegenheimer C, Scherf KS. College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here. J Autism Dev Disord 2022; 52:2075-2097. [PMID: 34060001 PMCID: PMC8720487 DOI: 10.1007/s10803-021-05088-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/14/2021] [Indexed: 12/17/2022]
Abstract
Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA.
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Affiliation(s)
- Chaia Flegenheimer
- Department of Psychology, The Pennsylvania State University, 425 Moore Bldg., State College, University Park, PA, 16802, USA.
| | - K Suzanne Scherf
- Department of Psychology, The Pennsylvania State University, 425 Moore Bldg., State College, University Park, PA, 16802, USA
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25
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Stark MD, Lindo EJ. Executive Functioning Supports for College Students with an Autism Spectrum Disorder. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00311-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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26
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Halder S, Bruyere SM, Gower WS. Understanding strengths and challenges of people with autism: insights from parents and practitioners. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2022; 70:74-88. [PMID: 38456143 PMCID: PMC10916907 DOI: 10.1080/20473869.2022.2058781] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Accepted: 03/23/2022] [Indexed: 03/09/2024]
Abstract
This study is an attempt to bridge the gap between the understanding of strengths and challenges of people with autism to operationalize a strength-based approach to serve people with autism effectively. By virtue of being based on firsthand accounts by parents and practitioners the people who spend prolonged periods with people with autism in natural settings, and are privy to direct observation of abilities and challenges, the study yields in-depth information that addresses a continued gap in the existing literature on the subject. Twenty participants (13 parents and seven practitioners) took part in the study through a semi-structured questionnaire and face-to-face interviews. Data were analyzed following qualitative thematic analysis methodology. Strengths and related challenges experienced were extracted as the broad themes, based on which support needs were derived and future directions recommended. The paper recommends strategic home-school collaborations with crucial, concurrent roles played by parents and practitioners.
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Affiliation(s)
- Santoshi Halder
- Fulbright Academic and Professional Excellence Fellow 2020, YTI, ILR, Cornell University, NY, USA
- Department of Education, University of Calcutta, Calcutta, India
| | - Susanne Marie Bruyere
- K. Lisa Yang and Hock E. Tan Institute on Employment and Disability, Professor of Disability Studies, Cornell University, NY, USA
| | - Wendy Strobel Gower
- Northeast ADA Centre, Yang-Tan Institute on Employment and Disability, ILR, Cornell University, NY, USA
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27
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Baczewski LM, Pizzano M, Kasari C, Sturm A. Adjustment Across the First College Year: A Matched Comparison of Autistic, Attention-Deficit/Hyperactivity Disorder, and Neurotypical Students. AUTISM IN ADULTHOOD 2022; 4:12-21. [PMID: 36605567 PMCID: PMC8992914 DOI: 10.1089/aut.2021.0012] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Background Although the number of autistic students attending higher education has grown substantially in recent decades, little is known about factors that support their retention and persistence in college. First-year experiences and adaptability to the college environment greatly impact students' decisions to remain enrolled. Despite the importance of first-year adjustment to persistence and retention, few studies have examined the adjustment experiences of first-year autistic students compared to those of matched nonautistic students. Methods This study used national survey data to compare the first-year college adjustment experiences of 222 freshmen, including 74 self-identified autistic students, 74 students with attention-deficit/hyperactivity disorder (ADHD), and 74 students without diagnoses (referred to as neurotypical; NT), matched on mental health and demographic characteristics. Students were compared on measures of academic, social, emotional, and institutional adjustment at the end of freshman year. Separate general linear models were used to investigate predictors of positive self-reported first-year adjustment. Results Autistic students reported significantly lower levels of social self-confidence than their NT and ADHD peers at the end of freshman year. On all other adjustment domains, students in the autism, ADHD, and NT groups did not significantly differ. Autistic students were not significantly different from their ADHD and NT peers in terms of satisfaction with their college experience or sense of belonging to their institution. Social factors, including social self-confidence and ease of making friends, emerged as important contributors to positive first-year adjustment outcomes across all groups. Conclusions When controlling for demographic factors and mental health characteristics entering college, autistic students do not significantly differ from their NT and ADHD peers on several domains of college adjustment. Future studies should further investigate the impact of mental health and student characteristics on college trajectories and outcomes for autistic students.
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Affiliation(s)
- Lauren M. Baczewski
- Department of Education, University of California, Los Angeles, Los Angeles, California, USA.,Semel Institute for Neuroscience, University of California, Los Angeles, Los Angeles, California, USA.,Address correspondence to: Lauren M. Baczewski, MA, Department of Education, University of California, Los Angeles, 760 Westwood Plaza, Rm: 68-268, Los Angeles, CA 90095, USA
| | - Maria Pizzano
- Semel Institute for Neuroscience, University of California, Los Angeles, Los Angeles, California, USA
| | - Connie Kasari
- Department of Education, University of California, Los Angeles, Los Angeles, California, USA.,Semel Institute for Neuroscience, University of California, Los Angeles, Los Angeles, California, USA
| | - Alexandra Sturm
- Department of Psychology, Loyola Marymount University, Los Angeles, California, USA
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28
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Lucas R, Cage E, James AI. Supporting Effective Transitions From University to Post-graduation for Autistic Students. Front Psychol 2022; 12:768429. [PMID: 35197881 PMCID: PMC8858974 DOI: 10.3389/fpsyg.2021.768429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 12/17/2021] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND The number of autistic students graduating is increasing; however, little is known regarding their transition out of university. Understanding this transition is particularly pertinent with regard to the employment of autistic graduates. It is vital that we understand autistic people's experiences of the transition and identify what support would be beneficial during this time. METHOD Thirty-four autistic graduates from the United Kingdom took part in a mixed-methods study exploring their transition experience. Both quantitative and qualitative questions were used to obtain in-depth information concerning participants' experiences. Participants completed questions regarding their experiences and emotions in relation to the transition, the support they received for the transition, and their career and post-graduation plans. RESULTS Participants reported high levels of fear and low preparedness for the transition. They did not feel well supported in preparing for the transition or for their future career. In the 6 months pre-graduation, 59% of participants had accessed emotion-related transition support and 70% accessed career-related support. Post-graduation, one-third accessed emotion-related or career-related support. Perspectives on this accessed support were mixed, as were transition experiences. Additional support desired included preparation for life changes, career planning, employment accessibility, and autism-specific support. Advice for future students centered on forward planning. CONCLUSION These results highlight the importance of supporting autistic students with the transition out of university. Service provision should be tailored to autistic students' needs and support early planning for the transition.
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Affiliation(s)
- Rebecca Lucas
- School of Psychology, University of Roehampton, London, United Kingdom
| | - Eilidh Cage
- Department of Psychology, Faculty of Natural Sciences, University of Stirling, Stirling, United Kingdom
| | - Alana I. James
- School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom
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29
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Brede J, Cage E, Trott J, Palmer L, Smith A, Serpell L, Mandy W, Russell A. “We Have to Try to Find a Way, a Clinical Bridge” - autistic adults' experience of accessing and receiving support for mental health difficulties: A systematic review and thematic meta-synthesis. Clin Psychol Rev 2022; 93:102131. [DOI: 10.1016/j.cpr.2022.102131] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2021] [Revised: 12/04/2021] [Accepted: 01/28/2022] [Indexed: 12/28/2022]
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30
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Huang Y, Hwang YIJ, Arnold SRC, Lawson LP, Richdale AL, Trollor JN. Autistic Adults' Experiences of Diagnosis Disclosure. J Autism Dev Disord 2022; 52:5301-5307. [PMID: 34978025 DOI: 10.1007/s10803-021-05384-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/23/2021] [Indexed: 02/07/2023]
Abstract
As autism is an invisible and often stigmatised condition, disclosing the diagnosis may lead to both support and/or discrimination. This mixed-methods questionnaire study examined autistic adults' experiences of disclosure in various contexts. The sample consisted of 393 participants aged 17-83 years from two longitudinal surveys. Almost all participants disclosed their diagnosis to someone, most commonly to friends. A significant minority of participants studying and/or working at the time had not disclosed to their education provider/employer. Content analysis of open-ended responses showed participants desired to gain understanding and support from disclosure but feared prejudice. While some received support, others encountered dismissiveness and misunderstanding. Findings highlight the need to improve autism understanding and reduce stigma within and beyond educational and employment contexts.
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Affiliation(s)
- Yunhe Huang
- Department of Developmental Disability Neuropsychiatry (3DN), University of New South Wales, Sydney, NSW, 2052, Australia.,The Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, QLD, Australia
| | - Ye In Jane Hwang
- Kirby Institute, University of New South Wales, Sydney, NSW, Australia
| | - Samuel R C Arnold
- Department of Developmental Disability Neuropsychiatry (3DN), University of New South Wales, Sydney, NSW, 2052, Australia. .,The Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, QLD, Australia.
| | - Lauren P Lawson
- Olga Tennison Autism Research Centre, La Trobe University, Bundoora, VIC, Australia.,The Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, QLD, Australia
| | - Amanda L Richdale
- Olga Tennison Autism Research Centre, La Trobe University, Bundoora, VIC, Australia.,The Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, QLD, Australia
| | - Julian N Trollor
- Department of Developmental Disability Neuropsychiatry (3DN), University of New South Wales, Sydney, NSW, 2052, Australia.,The Cooperative Research Centre for Living with Autism (Autism CRC), Brisbane, QLD, Australia
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31
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Cage E, McManemy E. Burnt Out and Dropping Out: A Comparison of the Experiences of Autistic and Non-autistic Students During the COVID-19 Pandemic. Front Psychol 2022; 12:792945. [PMID: 35046876 PMCID: PMC8761980 DOI: 10.3389/fpsyg.2021.792945] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Accepted: 12/02/2021] [Indexed: 11/13/2022] Open
Abstract
Autistic students are more likely to drop out of university, while facing both challenges and opportunities within university environments. This study compared the experiences of autistic and non-autistic current United Kingdom students, in terms of thoughts about dropping out, burnout, mental health and coping, during the COVID-19 pandemic. Burnout was of particular interest as this is a relatively unexamined phenomenon for autistic students. Seventy autistic and 315 non-autistic students, completed a mixed methods questionnaire with standardized measures of burnout (personal and academic), mental health (depression, stress, and anxiety), and coping styles (adaptive and maladaptive). We also included qualitative questions about dropping out and COVID-19 experiences. We found autistic participants experienced higher rates of burnout and mental health symptoms and were more likely to have thought about dropping out. Reasons given for thinking about dropping out, for both groups, focused on poor mental well-being, doubts about university, and academic challenges. For autistic participants, further analyses did not identify specific predictors of thinking about dropping out, but for non-autistic participants, this was predicted by maladaptive coping styles and academic burnout. Academic and personal burnout predicted one another for autistic students, and age, maladaptive coping, autistic characteristics, stress, and anxiety additionally predicted burnout for non-autistic students. Similarities in experiences during the pandemic were noted, with both groups experiencing negative social implications, difficulties adjusting to emergency online learning, and poorer psychological well-being. Moving forward from COVID-19, universities must find ways to enhance both academic and social support, to enable equal opportunity within Higher Education for autistic students.
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Affiliation(s)
- Eilidh Cage
- Department of Psychology, Faculty of Natural Sciences, University of Stirling, Stirling, United Kingdom
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32
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Micai M, Fulceri F, Salvitti T, Romano G, Poustka L, Diehm R, Iskrov G, Stefanov R, Guillon Q, Rogé B, Staines A, Sweeney MR, Boilson AM, Leósdóttir T, Saemundsen E, Moilanen I, Ebeling H, Yliherva A, Gissler M, Parviainen T, Tani P, Kawa R, Pisula E, Vicente A, Rasga C, Budişteanu M, Dale I, Povey C, Flores N, Jenaro C, Monroy ML, Primo PG, Charman T, Cramer S, Warberg CK, Canal-Bedia R, Posada M, Schendel D, Scattoni ML. Autistic Adult Services Availability, Preferences, and User Experiences: Results From the Autism Spectrum Disorder in the European Union Survey. Front Psychiatry 2022; 13:919234. [PMID: 35757227 PMCID: PMC9226363 DOI: 10.3389/fpsyt.2022.919234] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/13/2022] [Accepted: 05/23/2022] [Indexed: 11/27/2022] Open
Abstract
There is very little knowledge regarding autistic adult services, practices, and delivery. The study objective was to improve understanding of current services and practices for autistic adults and opportunities for improvement as part of the Autism Spectrum Disorder in the European Union (ASDEU) project. Separate survey versions were created for autistic adults, carers of autistic adults, and professionals in adult services. 2,009 persons responded to the survey and 1,085 (54%) of them completed at least one of the services sections: 469 autistic adults (65% female; 55% <35 years old), 441 carers of autistic adults (27% female; 6% <35 years old), 175 professionals in adult services (76% female; 67% in non-medical services). Top choices by autistic adults, carers or professionals for services best suiting their current needs were: residential services: "help in own home" (adults, carers of high independent adults, professionals), "fulltime residential facility" (carers of low independent adults); employment services: "job mentors" (adults, carers of high independent adults, professionals), "Sheltered employment" (carers of low independent adults); education services: "support in regular education setting" (all groups); financial services: financial support in lieu of employment ("Supplementary income for persons unable to have full employment" for adults, "full pension" for carers of low independent adults) or to supplement employment earnings for carers of high independent adults and professionals; social services: "behavior training" (adults) and "life skills training" (carers and professionals). Waiting times for specific services were generally < 1 month or 1-3 months, except for residential services which could be up to 6 months; most professionals were uninformed of waiting times (>50% responded "don't know"). Five of seven residential services features recommended for autistic adults were experienced by <50% of adults. The knowledge of good local services models that work well for autistic adults was generally low across all services areas. The variation in services experiences and perceptions reported by autistic adults, carers, or professionals underscore the need to query all groups for a complete picture of community services availability and needs. The results showed areas for potential improvement in autistic adult services delivery in the EU to achieve recommended standards.
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Affiliation(s)
- Martina Micai
- Istituto Superiore di Sanità, Research Coordination and Support Service, Rome, Italy
| | - Francesca Fulceri
- Istituto Superiore di Sanità, Research Coordination and Support Service, Rome, Italy
| | - Tommaso Salvitti
- Istituto Superiore di Sanità, Research Coordination and Support Service, Rome, Italy
| | - Giovanna Romano
- Directorate General of Health Prevention, Ministry of Health, Rome, Italy
| | - Luise Poustka
- University Medical Center Göttingen, Department of Child and Adolescent Psychiatry and Psychotherapy, Göttingen, Germany
| | - Robert Diehm
- Department of Child and Adolescent Psychiatry and Psychotherapy, Medical University of Vienna, Vienna, Austria
| | - Georgi Iskrov
- Institute for Rare Diseases, Plovdiv, Bulgaria.,Department of Social Medicine and Public Health, Faculty of Public Health, Medical University of Plovdiv, Plovdiv, Bulgaria
| | - Rumen Stefanov
- Institute for Rare Diseases, Plovdiv, Bulgaria.,Department of Social Medicine and Public Health, Faculty of Public Health, Medical University of Plovdiv, Plovdiv, Bulgaria
| | | | | | - Anthony Staines
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Mary Rose Sweeney
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Andrew Martin Boilson
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | | | | | - Irma Moilanen
- Clinic of Child Psychiatry, University Hospital of Oulu, Oulu, Finland.,Oulu University Hospital, Medical Faculty, Oulu, Finland
| | - Hanna Ebeling
- Clinic of Child Psychiatry, University Hospital of Oulu, Oulu, Finland.,Oulu University Hospital, Medical Faculty, Oulu, Finland
| | - Anneli Yliherva
- Clinic of Child Psychiatry, University Hospital of Oulu, Oulu, Finland.,Logopedic Child Language Research Center, University of Oulu, Oulu, Finland
| | - Mika Gissler
- Department of Knowledge Brokers, Finnish Institute for Health and Welfare, Helsinki, Finland.,Research Centre for Child Psychiatry, University of Turku, Turku, Finland.,Department of Molecular Medicine and Surgery and Region Stockholm, Academic Primary Health Care Centre, Karolinska Institute, Stockholm, Sweden
| | - Tarja Parviainen
- Finnish Association for Autism and Asperger's Syndrome, Helsinki, Finland
| | - Pekka Tani
- Department of Psychiatry, University of Helsinki, Helsinki, Finland
| | - Rafal Kawa
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | - Eva Pisula
- Faculty of Psychology, University of Warsaw, Warsaw, Poland
| | - Astrid Vicente
- Center for Biodiversity, Functional and Integrative Genomics, Instituto Nacional de Saúde Doutor Ricardo Jorge, Lisbon, Portugal
| | - Célia Rasga
- Center for Biodiversity, Functional and Integrative Genomics, Instituto Nacional de Saúde Doutor Ricardo Jorge, Lisbon, Portugal
| | - Magdalena Budişteanu
- "Victor Babeş" National Institute for Research and Development in Pathology and Biomedical Sciences, Bucharest, Romania
| | - Ian Dale
- National Autistic Society, The Centre for Autism, London, United Kingdom
| | - Carol Povey
- National Autistic Society, The Centre for Autism, London, United Kingdom
| | - Noelia Flores
- Departamento de Personalidad, Evaluación y Tratamiento Psicológicos Salamanca, Instituto Universitario de Integración en la Comunidad, University of Salamanca, Salamanca, Spain
| | - Cristina Jenaro
- Departamento de Personalidad, Evaluación y Tratamiento Psicológicos Salamanca, Instituto Universitario de Integración en la Comunidad, University of Salamanca, Salamanca, Spain
| | - Maria Luisa Monroy
- Departamento de Psicología Evolutiva y de la Educación, Instituto Universitario de Integración en la Comunidad, University of Salamanca, Salamanca, Spain
| | | | - Tony Charman
- King's College London, Institute of Psychiatry, London, United Kingdom
| | - Susanne Cramer
- Department of Public Health, Aarhus University, Aarhus, Denmark
| | | | - Ricardo Canal-Bedia
- Departamento de Personalidad, Evaluación y Tratamiento Psicológicos Salamanca, Instituto Universitario de Integración en la Comunidad, University of Salamanca, Salamanca, Spain
| | - Manuel Posada
- Instituto de Salud Carlos III, Institute of Rare Diseases Research, Madrid, Spain
| | - Diana Schendel
- Department of Public Health, Aarhus University, Aarhus, Denmark.,Lundbeck Foundation Initiative for Integrative Psychiatric Research, Aarhus, Denmark.,Department of Economics and Business, National Centre for Register-Based Research, Aarhus University, Aarhus, Denmark
| | - Maria Luisa Scattoni
- Istituto Superiore di Sanità, Research Coordination and Support Service, Rome, Italy
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Mazon C, Etchegoyhen K, Saint-Supery I, Amestoy A, Bouvard M, Consel C, Sauzéon H. Fostering parents-professional collaboration for facilitating the school inclusion of students with ASD: design of the " ToGather" web-based prototype. EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT : ETR & D 2021; 70:231-262. [PMID: 34876798 PMCID: PMC8638642 DOI: 10.1007/s11423-021-10073-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/21/2021] [Indexed: 06/13/2023]
Abstract
In recent years, many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism spectrum disorder (ASD). However, most of them remain individual-centered and do not consider the social environment. To fill this gap, this study reports on the user-centered design of a web-based support tool, which aims to support communication and coordination between parents, school staff and health professionals of middle and high school students with ASD, in the context of elaborating, implementing, and following an Individualized Education Plan. The study followed a two-step design process: (1) a need analysis for identifying information domains deemed important by the stakeholders; (2) through a participative iterative design process, a panel of professionals and parents provided ideas and feedbacks on the design, which was integrated in subsequent prototype versions of the "ToGather" app. Supplementary Information The online version contains supplementary material available at 10.1007/s11423-021-10073-w.
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Affiliation(s)
- Cécile Mazon
- Équipe Handicap, Activité, Cognition, Santé (HACS), Université de Bordeaux, Inserm, BPH, U1219. Site Carreire, zone Nord, bat. 1B. 146 rue Léo Saignat, 33076 Bordeaux, Gironde, Nouvelle-Aquitaine France
- Équipe-Projet Flowers, Inria Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France
| | - Kattalin Etchegoyhen
- Centre Ressources Autisme Aquitaine, Centre hospitalier Charles Perrens, 121 rue de la Béchade, CS81285, 33076 Bordeaux Cedex, Gironde, Nouvelle-Aquitaine France
| | - Isabeau Saint-Supery
- Équipe Handicap, Activité, Cognition, Santé (HACS), Université de Bordeaux, Inserm, BPH, U1219. Site Carreire, zone Nord, bat. 1B. 146 rue Léo Saignat, 33076 Bordeaux, Gironde, Nouvelle-Aquitaine France
- Équipe-Projet Flowers, Inria Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France
| | - Anouck Amestoy
- Centre Ressources Autisme Aquitaine, Centre hospitalier Charles Perrens, 121 rue de la Béchade, CS81285, 33076 Bordeaux Cedex, Gironde, Nouvelle-Aquitaine France
| | - Manuel Bouvard
- Centre Ressources Autisme Aquitaine, Centre hospitalier Charles Perrens, 121 rue de la Béchade, CS81285, 33076 Bordeaux Cedex, Gironde, Nouvelle-Aquitaine France
| | - Charles Consel
- Bordeaux INP/Enseirb-Matmeca, Avenue des Facultés, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France
| | - Hélène Sauzéon
- Équipe Handicap, Activité, Cognition, Santé (HACS), Université de Bordeaux, Inserm, BPH, U1219. Site Carreire, zone Nord, bat. 1B. 146 rue Léo Saignat, 33076 Bordeaux, Gironde, Nouvelle-Aquitaine France
- Équipe-Projet Flowers, Inria Bordeaux Sud-Ouest, 200 Avenue de la Vieille Tour, 33405 Talence Cedex, Gironde, Nouvelle-Aquitaine France
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Students with Autism Spectrum Disorders and Their First-Year College Experiences. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182211822. [PMID: 34831577 PMCID: PMC8622457 DOI: 10.3390/ijerph182211822] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 10/28/2021] [Accepted: 11/04/2021] [Indexed: 11/16/2022]
Abstract
Using data from the 2019 CIRP Freshman Survey and the Your First College Year (YFCY) from the Higher Education Research Institute at UCLA, this study explores the differences between the characteristics and behaviors of the first-year students with autism spectrum disorders (17) and those of students with learning disabilities (102). The findings indicate that the characteristics of these two groups of first-year college students were similar except for gender, ethnicity, first college generation, and parents’ income. Compared with first-year college students with LD, students with ASD were less likely to engage in risk-taking behaviors, use health services and the writing center.
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Williams ZJ, McKenney EE, Gotham KO. Investigating the structure of trait rumination in autistic adults: A network analysis. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:2048-2063. [PMID: 34058847 PMCID: PMC8419022 DOI: 10.1177/13623613211012855] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
LAY ABSTRACT Autistic adults are substantially more likely to develop depression than individuals in the general population, and recent research has indicated that certain differences in thinking styles associated with autism may play a role in this association. Rumination, the act of thinking about the same thing over and over without a functional outcome, is a significant risk factor for depression in both autistic and non-autistic adults. However, little is known about how different kinds of rumination relate to each other and to depressive symptoms in the autistic population specifically. To fill this gap in knowledge, we recruited a large online sample of autistic adults, who completed questionnaire measures of both the tendency to ruminate and symptoms of depression. By examining the interacting network of rumination and depression symptoms, this study was able to identify particular aspects of rumination-such as thinking repetitively about one's guilty feelings or criticizing oneself-that may be particularly important in maintaining these harmful thought patterns in autistic adults. Although further study is needed, it is possible that the symptoms identified as most "influential" in the network may be particularly good targets for future interventions for mood and anxiety disorders in the autistic population.
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Affiliation(s)
- Zachary J. Williams
- Medical Scientist Training Program, Vanderbilt University School of Medicine, Nashville, TN
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN
- Frist Center for Autism and Innovation, Vanderbilt University, Nashville, TN
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Thompson C, Milbourn B, Taylor JL, Falkmer T, Bölte S, Evans K, Girdler S. Experiences of Parents of Specialist Peer Mentored Autistic University Students. Dev Neurorehabil 2021; 24:368-378. [PMID: 33588672 DOI: 10.1080/17518423.2021.1886190] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
ABSTRCTBackground: Parents continue to support to autistic university students, and consequently, experience considerable stress.Aim: To explore the experiences of parents of specialist peer mentored university students and to examine these using the ICF as a theoretical framework.Method: Thirteen semi-structured interviews were completed and analyzed using thematic analysis. Directive content analysis linked the data to the ICF core set for autism spectrum disorders (ASD).Results: Five interrelated themes emerged: The mentoring relationship is a facilitator, Developing skills for university, Mentoring changes lives, Mentoring is not a substitute for other supports, and University is an emotional rollercoaster. Specialist peer mentoring was linked to Activity and Participation (44%) and Environmental factors (32%) of the ICF core set for ASD.Conclusion: These results add to the specialist peer mentoring evidence-base, and indicate perceived benefits for autistic university students and their parents. An unintended consequence was that parents broadened their participation in activities.
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Affiliation(s)
- C Thompson
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - B Milbourn
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia
| | - J L Taylor
- Department of Pediatrics, Vanderbilt University Medical Center, Nashville, USA.,Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, USA
| | - T Falkmer
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia.,Pain and Rehabilitation Centre, and Department of Medical and Health Sciences, Linköping University, Linköping, Sweden
| | - S Bölte
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia.,Center of Neurodevelopmental Disorders at Karolinska Institutet (KIND), Department of Women's and Children's Health, Center for Psychiatry Research, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm Stockholm, Sweden.,Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - K Evans
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia.,Telethon Kids Institute, University of Western Australia, Perth, Western Australia, Australia
| | - S Girdler
- Cooperative Research Centre for Living with Autism (Autism CRC), Queensland, Australia.,School of Allied Health, Curtin University, Perth, Western Australia, Australia
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Lei J, Russell A. Understanding the role of self-determination in shaping university experiences for autistic and typically developing students in the United Kingdom. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:1262-1278. [PMID: 33535817 PMCID: PMC8264627 DOI: 10.1177/1362361320984897] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
LAY ABSTRACT Prior research suggests that autistic students in higher education might struggle with developing autonomy, competence and establish relatedness due to their executive functioning and social communication difficulties. We interviewed 18 autistic and 18 typically developing students to explore how students perceived themselves to be in control of their university experience. Both groups provided anecdotal examples that supported similar perceptions of self-determination in shaping the academic, daily living and socialisation aspects of university life. Autistic students reflected on their cognitive strengths such as attention to detail, persistence and ability to tailor their academic studies towards their interest. Varying degrees of sociability were noted, with some autistic students preferring to focus their self-determination efforts on academic success, while others treasured the novel social experiences including peer support and friendship at university. Compared to greater flexibility endorsed by typically developing students, autistic students perceived establishing a routine at university to be a necessity and were self-determined in maintaining stability amid a sea of change. Recognising strengths and self-determination efforts in autistic students can help stakeholders support their personal development towards independent living and self-sufficiency in adulthood and to successfully transition into, through and out of university.
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Affiliation(s)
- Jiedi Lei
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Bath, UK
- King’s College London, Department of Psychology, Institute of Psychiatry Psychology & Neuroscience, De Crespigny Park, London, UK
| | - Ailsa Russell
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Bath, UK
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"I Spent Most of Freshers in my Room"-A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum. J Autism Dev Disord 2021; 52:2701-2716. [PMID: 34184141 PMCID: PMC9114080 DOI: 10.1007/s10803-021-05125-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/01/2021] [Indexed: 11/16/2022]
Abstract
Autistic university students face extra challenges in both their academic and social life. Barriers to socialising appear to be less well understood and supported by universities than academic requirements. Semi-structured interviews were conducted with ten autistic university students to explore their social experiences. Questions explored their social experiences, satisfaction with social life, disclosure of ASD to others, and the impact of mental wellbeing on university life. Thematic analysis indicated most participants were unsatisfied with their social lives and experienced mental health issues. Factors exacerbating social isolation included lack of suitable social events, lack of social support and feeling unable to disclose to peers. Factors which reduced social isolation included joining an autism or special interest society and receiving social mentoring.
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An individualized life-skills coaching program for adults with autism. ADVANCES IN AUTISM 2021. [DOI: 10.1108/aia-08-2020-0051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The lack of services for adults on the autism spectrum is of growing concern. Given the huge variation in how autism impacts people, individualized approaches might be particularly effective. The purpose of this paper is to present an overview of a community-based life-skills coaching program for adults with autism “LifeMAP.”
Design/methodology/approach
LifeMAP is structured around individualized meetings between a client and their coach where they identify, prioritize and make progress toward self-selected goals. LifeMAP was established in 2008 and has since served around 2,600 clients. This paper provides an outline of the LifeMAP program, how sessions with clients are structured, goals that adults with autism prioritize and preliminary data on progress toward goal attainment.
Findings
Findings indicated that the LifeMAP program model was effective in supporting progress toward goals, increasing confidence toward goals and reducing anxiety.
Originality/value
Given the scope of the LifeMAP program, this overview is unique in providing pertinent information to others looking for effective and authentic strategies to support autistic adults and those transitioning from high school. This study provides a realistic perspective on how programs are applied in community-based settings, outside a structured, formal lab setting. It is concluded that individualized intervention approaches might be key to successful outcomes for adults with autism.
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Kim SY, Crowley S. Understanding perceptions and experiences of autistic undergraduate students toward disability support offices of their higher education institutions. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 113:103956. [PMID: 33845358 DOI: 10.1016/j.ridd.2021.103956] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 03/03/2021] [Accepted: 04/04/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Autistic undergraduate students are experiencing considerable difficulties on their college campuses. Yet, disability support offices (DSOs), which assume the responsibility of providing support to students with disabilities, often lack the resources to cater to the varied needs of autistic students. AIM To understand autistic students' perspectives and experiences with DSOs and the range of support services available from DSOs of higher education institutions in the United States. METHODS Semi-structured interviews with 27 autistic undergraduate students were conducted to solicit their perceptions about their DSOs. A generic inductive approach was used to qualitatively analyze the participants' responses. RESULTS Students expressed both positive and negative experiences with academic and non-academic support, and perceived that DSO staff lacked specific autism knowledge and were often inaccessible. Some students initially decided not to receive DSO accommodations, but many chose to reach out to their DSOs after experiencing academic difficulties. Finally, students' perceptions of ways for DSOs to support them better highlighted the need for institution-wide efforts to make a cultural shift about disability and acceptance and the need for more individualized services. CONCLUSIONS Appropriate resources for DSOs and institution-wide efforts are needed to make college campuses both physically and emotionally accessible to autistic students.
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Affiliation(s)
- So Yoon Kim
- Duksung Women's University, 33, Samyang-ro 144-gil, Dobong-gu, Seoul, 01369, Republic of Korea.
| | - Shannon Crowley
- Lynch School of Education, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA.
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Alcantud Marín F, Alonso-Esteban Y. Estudiantes universitarios con trastornos del espectro del autismo: revisión de sus necesidades y notas para su atención. SIGLO CERO REVISTA ESPAÑOLA SOBRE DISCAPACIDAD INTELECTUAL 2021. [DOI: 10.14201/scero202152283100] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
En los últimos 10 años hemos visto incrementar el número de publicaciones relacionadas con la inclusión en las aulas universitarias de estudiantes con Trastornos del Espectro del Autismo, síndrome de Asperger o Autismo de alto funcionamiento. En este artículo, se resume la literatura sobre la presencia de estudiantes con Trastornos del Espectro del Autismo en la Universidad y se reflexiona sobre la necesidad de desarrollar programas específicos para su atención en el marco de los servicios de apoyo a los estudiantes con discapacidad u otras estructuras de servicios similares. Entre las medidas específicas, hemos encontrado experiencias sobre programas de sensibilización a profesores y estudiantes con la finalidad de generar una cultura sobre “el autismo”, programas para tratar la ansiedad, programas de prevención de salud mental, etc. En definitiva, medidas que, aunque están dirigidas a un colectivo en particular, pueden beneficiar a toda la comunidad universitaria.
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Halder S, Bruyere SM. Self-reported impediments at home, school, and community: autistic adults' first-person accounts of their life trajectories and derived pathways. INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES 2021; 68:900-912. [PMID: 37113660 PMCID: PMC10127941 DOI: 10.1080/20473869.2021.1917111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Revised: 03/22/2021] [Accepted: 04/08/2021] [Indexed: 06/19/2023]
Abstract
Objectives: Despite suggestions of strengths and abilities of autistic people, it has been an underexplored area in autism research, the primary focus of which has been on examining differences and atypicalities as deficits rather than strengths. Understanding the self-reported impediments via first-person accounts of autistic adults for facilitating the strengths is an important prerequisite for an in-depth comprehension of the unique diversities and potentialities of autistic people, and roadmap development. Methods: The study is based on qualitative phenomenological inductive thematic analysis through in-depth interviews with 10 verbally- and cognitively-able autistic adults, following purposive and snowball sampling. Results: The impediments at home, school, and communities are presented through the five inductively extracted themes. Additionally, the study proposes future pathways for fostering an effective environment to nurture the innate potentialities of autistic people via a strength-focused lens. Conclusion: The study endorses the paradox of strength and atypicalities and advocates a shift from a deficit-focused approach to a strength-focused approach of support, and promotes the neurodiverse model of acceptance and embrace.
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Affiliation(s)
- Santoshi Halder
- Fulbright Academic and Professional Excellence Fellow, YTI, ILR, Cornell University, Ithaca, NY, USA
- Department of Education, University of Calcutta, Kolkata, India
| | - Susanne Marie Bruyere
- K. Lisa Yang and Hock E. Tan Institute on Employment and Disability, Ithaca, NY, USA
- Disability Studies, Cornell University, Ithaca, NY, USA
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Anxiety and Depression Reduction as Distal Outcomes of a College Transition Readiness Program for Adults with Autism. J Autism Dev Disord 2021; 51:298-306. [PMID: 32468396 DOI: 10.1007/s10803-020-04549-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Young adults with autism spectrum disorder (ASD) experience increased rates of anxiety and depression which can impact academic success. The Stepped Transition in Education Program for Students with ASD (STEPS) applies cognitive-behavioral principles to help young adults with ASD improve their adjustment to postsecondary education. We aimed to determine if STEPS had an effect on anxiety and depression. Treatment-seeking adults with ASD (n = 32; Mage = 19.74) were randomized to STEPS or transition as usual (TAU; i.e., waitlist control group). STEPS participants evinced significantly greater declines in depressive symptoms from pre-treatment to post-treatment compared to the waitlist. Anxiety symptoms did not significantly change. Results suggest that transition support for young people with ASD may improve mental health.
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Duerksen K, Besney R, Ames M, McMorris CA. Supporting Autistic Adults in Postsecondary Settings: A Systematic Review of Peer Mentorship Programs. AUTISM IN ADULTHOOD 2021; 3:85-99. [PMID: 36601268 PMCID: PMC8992890 DOI: 10.1089/aut.2020.0054] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Background The number of autistic individuals attending college or university is increasing, yet graduation rates are low as postsecondary environments often fail to support autistic students' individual needs. Peer mentorship programs are emerging as a promising approach for providing individualized, one-on-one support to meet this service gap for autistic postsecondary students. However, no literature has systematically described these programs. Methods We conducted a systematic review that described existing peer mentorship programs for autistic students in postsecondary education as well as their effectiveness. Results Our search of five databases found nine unique programs that were evaluated in 11 peer-reviewed articles. Programs reported positive outcomes in various domains, which included social skills, academic performance, and sense of belonging. The evidence for these programs was primarily qualitative, sample sizes were small, and there was considerable heterogeneity in the format, provision, and goals of these programs, as well as the evaluation methods used. Conclusions Overall, the state of the research related to the efficacy of peer mentorship programs for autistic students remains in its infancy, and further research is needed to quantify effectiveness and enable program comparisons. Lay summary Why was this review done?: The number of autistic individuals attending college or university is increasing, yet graduation rates are low as most colleges and universities do not have the neccessary accommodations to support this population. Several peer mentorship programs now exist to provide individualized, one-on-one support for autistic students at college or university.What was the purpose of the review?: While several programs exist, it is unknown how effective these programs are in improving the academic experience for autistic students.What did the researchers do?: We systematically reviewed research describing existing peer mentorship programs for autistic university/college students and their effectiveness. Our search of five databases revealed nine unique programs that were evaluated in 11 peer-reviewed articles.What were the results of the review?: Most peer mentorship programs reported positive outcomes in various areas, including social skills, academic performance, and a sense of belonging. However, many of the studies were quite different in their approach and how they evaluated success, thus making it challenging to compare the programs with one another.What do these findings add to what was already known?: The findings from our systematic review highlight that only a few studies related to peer mentorship programs exist. We need more research to quantify the effectiveness of peer mentoring programs for autistic college/university students.What are potential weaknesses of this review?: There were evident inconsistencies between evaluation methods and types of measurement across studies, and studies often had a small number of participants, which limited our ability to make conclusions about the impact of such programs.How will these findings help autistic adults now or in the future?: This article provides a summary of the kinds of supports available to autistic adults within postsecondary settings, which may help autistic adults explore options for their own education. Advancing research in this area may improve the college/university experience for autistic adults in the future.
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Affiliation(s)
- Kari Duerksen
- Department of Psychology, University of Victoria, British Columbia, Canada
| | - Richard Besney
- School and Applied Child Psychology, Werkland School of Education, University of Calgary, Alberta, Canada
| | - Megan Ames
- Department of Psychology, University of Victoria, British Columbia, Canada
| | - Carly A. McMorris
- School and Applied Child Psychology, Werkland School of Education, University of Calgary, Alberta, Canada.,Address correspondence to: Carly A. McMorris, PhD, School and Applied Child Psychology, Werklund School of Education, University of Calgary, Calgary T2N 1N4, Alberta, Canada
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Gunin GB, Gravino A, Bal VH. Advancing Mental Health Supports for Autistic Postsecondary Students: A Call for Research. AUTISM IN ADULTHOOD 2021; 3:30-36. [PMID: 34396054 PMCID: PMC8356200 DOI: 10.1089/aut.2020.0044] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
Research has documented elevated rates of co-occurring depression and anxiety in autistic adults, with some noting particularly high rates for autistic students enrolled in postsecondary education. Difficulty coping with the stressors that accompany daily life as they navigate college campuses may contribute to development or exacerbation of co-occurring conditions. Autistic students have reported that depression, anxiety and stress interfere with their success in college, but that they have difficulty identifying and accessing the supports that they need. Though many postsecondary institutions have established programs that provide academic supports to autistic students, few programs directly support mental health and wellness. Recently, stakeholders have advocated for mental health to be prioritized in adult autism research. We suggest that a specific focus on autistic students in postsecondary education is warranted and provide a brief overview of the relatively limited literature in this area. To inform development of mental health services and supports that will be both accessible and acceptable to the range of autistic students attending postsecondary education, research is recommended in four areas: factors positively and negatively affecting mental health; types of supports; outreach; on-campus training and education. It will be essential for researchers to establish community partnerships with autistic individuals to inform study design and specific research questions. This will ensure that autistic voices guide development of supports that will foster positive mental health in postsecondary education and beyond.
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Affiliation(s)
- Gabrielle B. Gunin
- Department of Clinical Psychology, Graduate School of Applied and Professional Psychology, Rutgers University-New Brunswick, Piscataway, New Jersey, USA
| | - Amy Gravino
- Rutgers Center for Adult Autism Services, Graduate School of Applied and Professional Psychology, Rutgers University-New Brunswick, Piscataway, New Jersey, USA
| | - Vanessa H. Bal
- Department of Clinical Psychology, Graduate School of Applied and Professional Psychology, Rutgers University-New Brunswick, Piscataway, New Jersey, USA
- Rutgers Center for Adult Autism Services, Graduate School of Applied and Professional Psychology, Rutgers University-New Brunswick, Piscataway, New Jersey, USA
- Department of Applied Psychology, Graduate School of Applied and Professional Psychology, Rutgers University-New Brunswick, Piscataway, New Jersey, USA
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The Effects of Contact and Labeling on Attitudes Towards Individuals with Autism. J Autism Dev Disord 2021; 51:3929-3936. [PMID: 33394242 DOI: 10.1007/s10803-020-04840-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/09/2020] [Indexed: 01/10/2023]
Abstract
Typically developing young adults perceive their peers with autism more negatively than those without autism, but less so when they have experience with individuals with autism. Study 1 examined whether typically developing university students' (n = 70) judgments of their peers would differ as a function of interpersonal contact and being labeled as autistic. Perceptions of peers with autism were consistent with stereotypes about autism and were associated with contact. In Study 2, typically developing university students (n = 130) imagined interacting with a student with manipulations of perseverative behavior and the label of autism. Attitudes towards individuals with autism were more positive following an imagined contact scenario with a peer demonstrating perseverative behavior with a label of autism.
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Scott M, Sedgewick F. 'I have more control over my life': A qualitative exploration of challenges, opportunities, and support needs among autistic university students. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2021; 6:23969415211010419. [PMID: 36440371 PMCID: PMC9685136 DOI: 10.1177/23969415211010419] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
BACKGROUND Autistic people are known to experience more mental health issues than non-autistic people, and the same is true among university students. These difficulties can have long-term consequences, such as dropping out of university and unemployment. Understanding the challenges autistic students face can help institutions to better support this group, while allowing celebration of the opportunities higher education offers. METHODS 12 autistic university students took part in semi-structured interviews about their mental health, the impact of university on their mental health, and their experiences of support while in higher education. Interviews were subject to thematic analysis. RESULTS Three key themes were identified from autistic student accounts: Relationships, Independence, and Support. While each of these encompassed positive and negative elements, Relationships were described as tying everything together - when these were supportive, things went well, but when they were characterized by stigmatizing attitudes, students experienced much greater difficulties at university. CONCLUSIONS Autistic students can and do thrive at university, as shown by many of our participants. However, all faced significant challenges with their mental health at times, and experienced varying levels of support. Improving autism knowledge among staff, with emphasis on enabling better relationships, would make a significant difference to the autistic student experience.
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Affiliation(s)
- Matthew Scott
- School of Education, University of Bristol, UK; School of Psychology, University of Cardiff, UK
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Bakker TC, Krabbendam L, Bhulai S, Begeer S. First-Year Progression and Retention of Autistic Students in Higher Education: A Propensity Score-Weighted Population Study. AUTISM IN ADULTHOOD 2020. [DOI: 10.1089/aut.2019.0053] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Theo C. Bakker
- Department of Clinical, Neuro- & Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Lydia Krabbendam
- Department of Clinical, Neuro- & Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Sandjai Bhulai
- Department of Mathematics, Faculty of Science, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Sander Begeer
- Department of Clinical, Neuro- & Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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Abstract
Applying to university can be an anxiety-provoking time for many autistic students, though enrolment can be increased by actively involving them in transition planning. We provide an evaluation of a transition to university pilot programme (Autism Summer School) for autistic students (16–19 years) who are seeking to apply/attend university. The content focused on introducing students to various aspects of university life including academic (sample lectures), social (e.g., clubs and societies), and daily living (eating in university canteen and staying in student accommodation). Students’ quantitative and qualitative feedback are positive and promising, showing significant reduction across a range of concerns related to transition to university after the programme, as well as general optimism related to starting university.
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Mental Health and University Students on the Autism Spectrum: a Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00222-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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