1
|
Stark I, Rast JE, Lundberg M, Döring N, Ohlis A, Idring Nordström S, Rai D, Magnusson C. Completion of Upper Secondary Mainstream School in Autistic Students in Sweden. J Autism Dev Disord 2024:10.1007/s10803-024-06470-8. [PMID: 39017805 DOI: 10.1007/s10803-024-06470-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/03/2024] [Indexed: 07/18/2024]
Abstract
Higher education is an increasingly necessary achievement to attain employment. However, even in cases where a student has the academic skills to succeed, educational environments may not support students across all other domains necessary for education success, including social and communication needs. This is especially true for students with disabilities and autistic students, where the rate of completion of non-compulsory education is unknown. We used the Stockholm Youth Cohort (children aged 0-17 years from 2001 to 2011), a total population cohort (N = 736,180) including 3,918 autistic individuals, to investigate the association between autism without intellectual disability and completion of upper secondary education. We assessed the impact of sex and co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) on this association. By age 20 years (the expected age of completion), 68% of autistic students and 91% of non-autistic students admitted to upper secondary education had completed. In logistic regression models adjusted for student demographics, autistic students had almost five-fold higher odds of not completing secondary school (OR 4.90, 95% CI 4.56 5.26) compared to their non-autistic peers. Autistic students with ADHD had particularly high odds of non-completion of upper secondary school. Autistic students without intellectual disability attending mainstream education are substantially less likely to complete upper secondary education as compared to their peers. These findings have implications for the appraisal of how inclusive school policies serve autistic students' academic and social needs, ultimately addressing population health and independent living.
Collapse
Affiliation(s)
- Isidora Stark
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden
| | - Jessica E Rast
- A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA, USA.
| | - Michael Lundberg
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
| | - Nora Döring
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
| | - Anna Ohlis
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
- Centre for Epidemiology and Community Medicine, Region Stockholm, Stockholm, Sweden
| | | | - Dheeraj Rai
- Centre for Academic Mental Health, Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
- NIHR Biomedical Research Centre, University of Bristol, Bristol, UK
- Bristol Autism Spectrum Service, Avon and Wiltshire Partnership NHS Mental Health Trust, Bristol, UK
| | - Cecilia Magnusson
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
- Centre for Epidemiology and Community Medicine, Region Stockholm, Stockholm, Sweden
| |
Collapse
|
2
|
Moore HL, Cassidy S, Rodgers J. Exploring the mediating effect of camouflaging and the moderating effect of autistic identity on the relationship between autistic traits and mental wellbeing. Autism Res 2024; 17:1391-1406. [PMID: 38108621 DOI: 10.1002/aur.3073] [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: 05/04/2023] [Accepted: 11/27/2023] [Indexed: 12/19/2023]
Abstract
Mental health difficulties are prevalent among autistic adults. Camouflaging (behaving differently to fit in) may be a mechanism by which autistic traits and mental health difficulties relate to each other, but little research has considered the role of different facets of camouflaging. Additionally, autistic identity might buffer against camouflaging and mental health difficulties. This research aims to explore the mediating effects of camouflaging behaviours on the relationship between autistic traits and both positive and negative mental wellbeing, as well as how autistic identity might moderate the relationship between autistic traits and camouflaging, and also mental health. Data were available for 627 autistic adults, recruited through volunteer databases and social media. Participants completed measures of autistic traits, anxiety, depression, positive wellbeing, camouflaging behaviours (compensating for difficulties, masking, and assimilating/putting on an act) and autistic identity. Mediation and moderated mediation models were tested, applying 95% bootstrapped CIs (10,000 resamples) and including age, gender and diagnosis as covariates. There were no significant direct effects between autistic traits and mental wellbeing. Assimilation was a significant mediator of all mental wellbeing measures, and compensation was a significant mediator of positive wellbeing only. Autistic identity was not a significant moderator. Assimilation and compensation should be considered when offering psychological interventions to support mental wellbeing of autistic people. Additional research into external drivers of camouflaging (e.g. stigma) and mechanisms by which camouflaging impacts mental wellbeing, such as autonomy, authenticity, skill mastery and community, may identify other areas of support. Concurrently, societal change is necessary to reduce the need to camouflage.
Collapse
Affiliation(s)
| | - Sarah Cassidy
- School of Psychology, University of Nottingham, University Park, Nottingham, UK
| | - Jacqui Rodgers
- Population Health Sciences Institute, Newcastle University, Sir James Spence Institute, Royal Victoria Infirmary, Newcastle Upon Tyne, UK
| |
Collapse
|
3
|
Schembri-Mutch TM, McCrimmon AW, Zwiers ML. Understanding the Needs of Autistic Post-Secondary Students. J Autism Dev Disord 2024; 54:2636-2650. [PMID: 37210432 DOI: 10.1007/s10803-023-06010-w] [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] [Accepted: 05/02/2023] [Indexed: 05/22/2023]
Abstract
Autistic students are a growing subgroup within post-secondary schooling; however, little is known about barriers to their success in that context. Research suggests autistic students face more challenges to completing post-secondary education than neurotypical students, but findings often rely on expert opinion and fail to incorporate first-hand perspectives. To address this gap, a qualitative inquiry into barriers to success for autistic post-secondary students was conducted. Thematic Analysis yielded 10 themes in three categories, while two separate cross-cutting themes emerged; themes interact with one another, intensifying concerns of autistic students. Findings can support post-secondary institutions to reflect on the extent to which these barriers are present for their autistic students and modify support services accordingly.
Collapse
|
4
|
Soto EF, Orantes D, Russo N, Antshel KM. Autism and sexual and gender minority identity in college students: Examination of self-reported rates, functional outcomes, and treatment engagement. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:1519-1539. [PMID: 38551171 DOI: 10.1177/13623613241236228] [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: 05/29/2024]
Abstract
LAY ABSTRACT Autistic individuals and those who identify with a sexual and/or gender minority are both at risk for various mental health concerns and related impairments. However, the connection between autism and sexual and/or gender minorities and mental health and functional outcomes is not clear. Here, we provide evidence of these connections by analyzing data from a large nationally representative dataset from the American College Health Association-National College Health Assessment III. We found that autistic college students who identify with both sexual and gender minorities reported the highest rates of stress, academic, and mental health concerns including suicidality when compared with autistic college students with or without a sexual and/or gender minority. In addition, college students with at least two identities, such as autism and a sexual minority identity or both a sexual and gender minority identity, reported the next highest rates of concern. These findings affirm the need for mental healthcare providers to consider the intersections of a sexual and gender minority identities in non-autistic and, especially, in autistic college students to develop and provide better support and resources.
Collapse
|
5
|
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.
Collapse
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
| |
Collapse
|
6
|
Underhill JC, Clark J, Hansen RS, Adams H. Exploring Autistic College Students' Perceptions and Management of Peer Stigma: An Interpretative Phenomenological Analysis. J Autism Dev Disord 2024; 54:1130-1142. [PMID: 36547792 DOI: 10.1007/s10803-022-05867-7] [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] [Accepted: 12/09/2022] [Indexed: 12/24/2022]
Abstract
Autistic college students are often forced to navigate stigma on campus, but little is known about how autistic college students manage communicated stigma. Semi-structured interviews with ten autistic college students were conducted to explore how they manage peer stigma. Interpretative Phenomenological Analysis (IPA) was used to identify three themes from the data: First, participants seek to avoid peer stigma by concealing attributes associated with autism. Next, participants buffer against peer stigma by engaging in favorable social comparison. Finally, participants perceive the autism label as highly stigmatizing, necessitating limited disclosure on campus. These results can help researchers and practitioners focus efforts to promote neurodiversity to both autistic students and their peers on campus.
Collapse
Affiliation(s)
- Jill C Underhill
- Communication Studies Department, Marshall University, Smith Hall 257, 1 John Marshall Drive, Huntington, WV, 25755, USA.
| | - Jaclyn Clark
- College Program for Students with ASD, West Virginia Autism Training Center, Huntington, USA
| | - Rebecca S Hansen
- College Program for Students with ASD, West Virginia Autism Training Center, Huntington, USA
| | - Hillary Adams
- College Program for Students with ASD, West Virginia Autism Training Center, Huntington, USA
| |
Collapse
|
7
|
Lacroix A, Harquel S, Mermillod M, Garrido M, Barbosa L, Vercueil L, Aleysson D, Dutheil F, Kovarski K, Gomot M. Sex modulation of faces prediction error in the autistic brain. Commun Biol 2024; 7:127. [PMID: 38273091 PMCID: PMC10810845 DOI: 10.1038/s42003-024-05807-4] [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: 06/30/2023] [Accepted: 01/11/2024] [Indexed: 01/27/2024] Open
Abstract
Recent research suggests that autistic females may have superior socio-cognitive abilities compared to autistic males, potentially contributing to underdiagnosis in females. However, it remains unclear whether these differences arise from distinct neurophysiological functioning in autistic males and females. This study addresses this question by presenting 41 autistic and 48 non-autistic adults with a spatially filtered faces oddball paradigm. Analysis of event-related potentials from scalp electroencephalography reveal a neurophysiological profile in autistic females that fell between those of autistic males and non-autistic females, highlighting sex differences in autism from the initial stages of face processing. This finding underscores the urgent need to explore neurophysiological sex differences in autism and encourages efforts toward a better comprehension of compensation mechanism and a clearer definition of what is meant by camouflaging.
Collapse
Affiliation(s)
- Adeline Lacroix
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France.
| | - Sylvain Harquel
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France
- Defitech Chair in Clinical Neuroengineering, Center for Neuroprosthetics and Brain Mind Institute, EPFL, Geneva, Switzerland
| | - Martial Mermillod
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France
| | - Marta Garrido
- Cognitive Neuroscience and Computational Psychiatry Lab, Melbourne School of Psychological Sciences, University of Melbourne, Melbourne, VIC, Australia
- Graeme Clark Institute for Biomedical Engineering, University of Melbourne, Melbourne, VIC, Australia
| | - Leonardo Barbosa
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France
- Fralin Biomedical Research Institute at VTC, Virginia Tech, Roanoke, VA, 24016, USA
| | - Laurent Vercueil
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France
| | - David Aleysson
- Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, CNRS, LPNC, 38000, Grenoble, France
| | - Frédéric Dutheil
- Université Clermont Auvergne, CNRS, LaPSCo, CHU Clermont-Ferrand, WittyFit, F-63000, Clermont-Ferrand, France
| | - Klara Kovarski
- Sorbonne Université, Faculté des Lettres, INSPE, Paris, France
- LaPsyDÉ, Université Paris-Cité, CNRS, Paris, France
| | - Marie Gomot
- UMR 1253 iBrain, Université de Tours, Inserm, Tours, France
| |
Collapse
|
8
|
Chandrasekhar T, Hu Q. Meeting the mental health needs of autistic college students: a survey of university and college counseling center clinicians. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024; 72:40-46. [PMID: 34905721 DOI: 10.1080/07448481.2021.2013239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 09/19/2021] [Accepted: 11/28/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVE University and college counseling centers (UCCCs) are a front-line support for the mental health needs of autistic students, though little is known about clinician attitudes, comfort level, and training in autism. PARTICIPANTS 89 UCCC clinicians were recruited via email listservs. METHODS The authors developed a survey which assessed attitudes, comfort level, and training in autism. RESULTS The majority of clinicians (82.0%, n = 73) had interacted with autistic students in the past year, and reported high levels of comfort with treating anxiety and depression. However, a smaller number reported confidence in their ability to diagnose autism. Training on autism emerged as an important deficit, as 31.5% of the clinicians denied receiving training either in their educational program or the UCCC. CONCLUSIONS In this pilot study, clinicians reported a discrepancy between self-reported levels of comfort with autistic college students and past training, highlighting continuing education as an important area for future intervention.
Collapse
Affiliation(s)
- Tara Chandrasekhar
- Duke Counseling and Psychological Services, Duke University, Durham, North Carolina, USA
- Duke Center for Autism and Brain Development, Duke University School of Medicine, Durham, North Carolina, USA
| | - Qin Hu
- Duke Counseling and Psychological Services, Duke University, Durham, North Carolina, USA
| |
Collapse
|
9
|
Caldwell-Harris CL, McGlowan T, Beitia K. Autistic discussion forums: insights into the topics that clinicians don't know about. Front Psychiatry 2023; 14:1271841. [PMID: 38169812 PMCID: PMC10758484 DOI: 10.3389/fpsyt.2023.1271841] [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: 08/02/2023] [Accepted: 11/07/2023] [Indexed: 01/05/2024] Open
Abstract
Background User-led autism discussion forums provide a wealth of information about autistic lived experiences, albeit oriented toward those who regularly use computers. We contend that healthcare professionals should read autism discussion forums to gain insight, be informed, and in some cases, to correct assumptions about autistic persons' lives and possibilities. But experts may be dismissive of user-led forums, believing forums to be filled with myths, misinformation, and combative postings. The questions motivating our research were: Do online forums raise issues that are educational for clinicians and other stakeholders? Are forums useful for those who do empirical research? Method Content analysis was conducted on 300 posts (62,000 words) from Reddit, Quora, and Wrong Planet. Forums were sampled to reflect broad topics; posts were selected sequentially from the identified forums. The authors read through posts in the Excel sheet, highlighting statements that were the main ideas of the post, to discern both broad categories of topics and more specific topics. We coded content pertinent to classic autism myths and analyzed attitudes towards myths such as 'lack emotion' and 'cannot form relationships.' To document whether forum posts discuss topics that are not widely known outside of elite experts, we compared discussion content to new material about autism contained in the March 2022 DSM 5 Text revision. Results Classic autism myths were discussed with examples of when elements of myths may be valid. Posters described cases where parents or therapists believed myths. Experts may believe autism myths due to rapid changes in diagnostic practices and due to their lack of knowledge regarding the characteristics of autistic people who have typical intellectual abilities. We conclude that forums contain high-value information for clinicians because all concepts in the DSM 5 text revision were discussed by posters in the years before the text revision appeared. Ideas that are only slowly becoming part of the research literature are discussed at length in forums. Reading and analyzing forums is useful for both clinicians and scientists. In addition, the relative ease of forum analysis lowers the bar for entry into the research process.
Collapse
|
10
|
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.
Collapse
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
| | | |
Collapse
|
11
|
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: 3] [Impact Index Per Article: 3.0] [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.
Collapse
|
12
|
Odo VO, Ukeme WV, Nwanosike LC, Karatu BA, Urama SI, Nzenwaku JU. Moderating role of motivational preference in the relationship between attachment quality and emotional empathy among autistic caregivers. PSYCHOL HEALTH MED 2023; 28:867-875. [PMID: 34676797 DOI: 10.1080/13548506.2021.1990359] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The study investigated the moderating role of motivational preference in the relationship between attachment quality and emotional empathy among sixty-five autistic caregivers (42 males and 23 females). Participants were drawn from Therapeutic Inclusive Nursery, Primary, and Secondary School in Abakpa Nike, Enugu State, Nigeria. Attachment Quality Scale, Work Preference Inventory Scale, and Emotional Empathy Scale were used in the study. Hayes PROCESS macro regression-based, path-analytical framework was employed to analyse the data. Motivational preference and the four dimensions of attachment quality predicted emotional empathy. Motivational preference did not moderate the relationship between security, avoidance and ambivalent worry dimensions of attachment quality and emotional empathy. Motivational preference moderated the relationship between ambivalent merger and emotional empathy (β = -.14, t = -3.15, p = <.05). Ambivalent merger predicted emotional empathy for those with low motivational preference (β = 7.22, p = <.05), moderate motivational preference (β = 3.07, p = < .05), and for those with high motivational preference (β = 1.01, p = <.05). Implications and limitations of the findings were discussed and suggestions for further studies were made.
Collapse
Affiliation(s)
- Victor O Odo
- Department of Psychology, University of Nigeria, Nsukka, Nsukka, Nigeria
| | - Willie V Ukeme
- Department of Psychology, University of Nigeria, Nsukka, Nsukka, Nigeria
| | - Louisa C Nwanosike
- Department of Psychology, University of Nigeria, Nsukka, Nsukka, Nigeria
| | - Baba A Karatu
- Department of Psychology, Federal University, Gashua, Gashua, Nigeria
| | - Sabina I Urama
- Department of Psychology, University of Calabar Teaching Hospital, Calabar, Nigeria
| | - Joy U Nzenwaku
- Department of Psychology, University of Nigeria, Nsukka, Nsukka, Nigeria
| |
Collapse
|
13
|
Khalijian S, Pordelan N, Khamsehzadeh S, Askari A, Heydari H. Customization and use of digital storytelling in providing online career counseling services to students with physical-motor disabilities: A mixed study. EDUCATION AND INFORMATION TECHNOLOGIES 2023; 28:1-28. [PMID: 36819981 PMCID: PMC9932415 DOI: 10.1007/s10639-023-11658-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 02/03/2023] [Indexed: 06/18/2023]
Abstract
Nowadays, students with disabilities suffer from various problems in entering the labor market and they need to receive career guidance services. This study was carried out in two parts of quantitative and qualitative with multiple purposes as a mixed design. In the qualitative part, challenges and problems of students in receiving career guidance and counseling were investigated and in the quantitative part, the effect of online career counseling on decreasing the challenges in receiving career counseling services by students with disabilities was studied. Moreover, in the quantitative part, the effect of online counseling on improving academic buoyancy, employability, and mental health of people with disabilities was investigated and its comparison with online career counseling based on digital storytelling was carried out. The qualitative part included 17 experts and students with disabilities and the quantitative part included 95 students with disabilities that were randomly assigned into experimental (i.e. digital storytelling and online career counseling) and control groups. The results of the qualitative part showed that students with disabilities suffer from various individual and social problems in receiving career counseling services. The results of the quantitative part showed that online career counseling with and without digital storytelling can solve the challenges against people with disabilities in receiving career guidance services to some extent. In the second part of quantitative results, it was indicated online career counseling with and without digital storytelling has a significant effect on academic buoyancy, employability, and mental health of students with disabilities and the use of digital storytelling in online counseling led to higher efficiency in employability and mental health.
Collapse
Affiliation(s)
- Sadaf Khalijian
- Faculty of Educational Sciences and Psychology, Department of Educational Administration and Human Resources Development, Ferdowsi University of Mashhad, Mashhad, Iran
| | - Nooshin Pordelan
- Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | - Shekoofeh Khamsehzadeh
- Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran
| | - Azadeh Askari
- Department of Psychology, Shahid Beheshti University, Tehran, Iran
| | - Hamid Heydari
- Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
| |
Collapse
|
14
|
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.
Collapse
Affiliation(s)
- Theo Bakker
- Vrije Universiteit Amsterdam, The Netherlands
| | | | | | | | | |
Collapse
|
15
|
Oredipe T, Kofner B, Riccio A, Cage E, Vincent J, Kapp SK, Dwyer P, Gillespie-Lynch K. Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:200-212. [PMID: 35404160 DOI: 10.1177/13623613221086700] [Citation(s) in RCA: 11] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
LAY ABSTRACT People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are.
Collapse
Affiliation(s)
- Tomisin Oredipe
- College of Staten Island, The City University of New York, USA
| | - Bella Kofner
- College of Staten Island, The City University of New York, USA
| | - Ariana Riccio
- The Graduate Center, The City University of New York, USA
| | | | | | | | | | - Kristen Gillespie-Lynch
- College of Staten Island, The City University of New York, USA.,The Graduate Center, The City University of New York, USA
| |
Collapse
|
16
|
Sarica AD, Ulu-Ercan E, Coşkun UH. COVID-19 and Turkish University Students With Visual Impairments: An In-Depth Inquiry. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS 2022; 116:817-829. [PMID: 36620333 PMCID: PMC9806195 DOI: 10.1177/0145482x221144054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Introduction: The purpose of this study was to investigate the effect of COVID-19 on the academic life, psychological well-being, social relations, and physical health of university students with visual impairments via their personal judgments. Methods: A qualitative research design was utilized with 19 participants studying at 10 Turkish universities located across seven cities. Personal online semi-structured interviews were held in January 2021. The audio-taped qualitative data were analyzed deductively in light of four predetermined themes: academic life, physical health, psychological well-being, and social relations. Results: Findings revealed the negative effects of the lockdown on daily and, specifically, campus life. Most participants claimed their preference for traditional over online education due to certain academic, psychological, and social difficulties, stating also that campus life had many academic and social advantages compared to online education. Physical health issues including access to medical treatments and lack of activity/mobility were also stressed. Discussion: It was interesting to observe that despite the interviews' focus on daily life, students provided views on the benefits of traditional education and how and why their individual needs should be met by universities, much more than expected. Implications for Practitioners: It may be concluded that several developmental domains of students with visual impairments are affected by attendance at a university and that offices of disability services of higher education institutions and university counseling centers should take thoughtful actions to meet the specific needs of this student population tailored to both online and traditional education.
Collapse
Affiliation(s)
- Ayşe Dolunay Sarica
- Department of Special Education, Buca Faculty of Education, Dokuz Eylül University, Ïzmir, Türkiye
| | - Elif Ulu-Ercan
- Department of Counselling and Guidance, Faculty of Education, Ege University, Ïzmir, Türkiye,Elif Ulu-Ercan, Department of Counselling and Guidance, Faculty of Education, Ege University, Bornova, Ïzmir 35040, Türkiye.
| | | |
Collapse
|
17
|
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]
|
18
|
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.
Collapse
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
| |
Collapse
|
19
|
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.
Collapse
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
| |
Collapse
|
20
|
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.
Collapse
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
| |
Collapse
|
21
|
Sánchez-Cueva S, Alonso-Esteban Y, Alcantud-Marín F. Assessment of Anxiety in Cognitive-Behavior Therapy in Young University Students with Autism Spectrum Disorders: A Review. Eur J Investig Health Psychol Educ 2021; 11:1571-1580. [PMID: 34940389 PMCID: PMC8699995 DOI: 10.3390/ejihpe11040111] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Revised: 11/24/2021] [Accepted: 11/30/2021] [Indexed: 02/05/2023] Open
Abstract
The university provides academic support to disabled students, however, few institutions provide academic, extra-academic or preventive support to students with Autism Spectrum Disorders High-Functioning (ASD-HF). Among the most commonly requested needs is support for coping with anxiety arising from academic and social activity itself. When planning an intervention program, it is necessary to screen those who have problems and are likely to benefit from such a program. In this article we propose a systematic search for measures of anxiety for young people and adults with ASD-HF. Of a total of 683 documents, only 7 met the selection criteria. Of these, a total of 35 tools were detected, of which only 11 mediated anxiety. Screening should be carried out for all students, so that we can detect the "risk" of anxiety disturbance in all cases and, in particular, in students with ASD-HF. However, the instruments eligible for assessing intervention outcomes should be agreed upon in order to be able to compare results from different trials.
Collapse
Affiliation(s)
| | | | - Francisco Alcantud-Marín
- Department of Developmental and Educational Psychology, University of Valencia, 46010 Valencia, Spain; (S.S.-C.); (Y.A.-E.)
| |
Collapse
|
22
|
Reis SM, Gelbar NW, Madaus JW. Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders. J Autism Dev Disord 2021; 52:4426-4439. [PMID: 34676485 PMCID: PMC9508198 DOI: 10.1007/s10803-021-05290-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/09/2021] [Indexed: 11/25/2022]
Abstract
Little is known about the academic and extra-curricular experiences of academically talented students with Autism Spectrum Disorder (ASD). This study focused on how these capable students with ASD successfully navigated and completed high school, and specifically, the experiences that enabled them to attend competitive colleges. Using comparative case studies and directed content analysis, data were derived from semi-structured interviews with 40 students who had been identified as academically talented with ASD, and were enrolled in, or recently graduated from, highly competitive colleges in the United States. The majority were identified as having academic talents, participated in challenging honors classes, enrichment opportunities, interest-based extra-curricular activities, residential summer programs, and pursued other advanced educational experiences. Implications for educational and talent development services are included.
Collapse
Affiliation(s)
- Sally M Reis
- Department of Educational Psychology, Neag School of Education, University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, Mansfield, CT, 06269-3064, USA.
| | - Nicholas W Gelbar
- Department of Educational Psychology, Neag School of Education, University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, Mansfield, CT, 06269-3064, USA
| | - Joseph W Madaus
- Department of Educational Psychology, Neag School of Education, University of Connecticut, 2131 Hillside Road, Unit 3007, Storrs, Mansfield, CT, 06269-3064, USA
| |
Collapse
|
23
|
Moore HL, Brice S, Powell L, Ingham B, Freeston M, Parr JR, Rodgers J. The Mediating Effects of Alexithymia, Intolerance of Uncertainty, and Anxiety on the Relationship Between Sensory Processing Differences and Restricted and Repetitive Behaviours in Autistic Adults. J Autism Dev Disord 2021; 52:4384-4396. [PMID: 34643864 PMCID: PMC9508023 DOI: 10.1007/s10803-021-05312-1] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/28/2021] [Indexed: 11/23/2022]
Abstract
Distress caused by sensory processing differences for autistic individuals may be reduced by repetitive behaviours (RRB), including repetitive motor (RMB) and insistence on sameness (ISB) behaviours. Intolerance of uncertainty (IU) and anxiety mediate the relationship between sensory processing and RRB in autistic children. We replicated this model in autistic adults, extending it to include alexithymia. Serial mediation, using data from 426 autistic adults, identified significant direct effects from sensory processing to RMB and ISB, and indirect effects through alexithymia-IU-anxiety for RMB, and IU alone, and alexithymia-IU for ISB. Different mechanisms may underpin RMB and ISB. Alexithymia alongside, IU and anxiety, should be considered when understanding the relationship between sensory processing and RRB, and when offering interventions to support autistic people.
Collapse
Affiliation(s)
- Heather L Moore
- School of Psychology, 4.28, Dame Margaret Barbour Building, Wallace Street, Newcastle Upon Tyne, NE2 4DR, UK.
| | - Samuel Brice
- Population Health Sciences Institute, Sir James Spence Institute, Newcastle University, Royal Victoria Infirmary, Level 3, Queen Victoria Road, Newcastle Upon Tyne, NE1 4LP, UK.,Cumbria, Northumberland, Tyne & Wear NHS Foundation Trust, St. Nicholas Hospital, Jubilee Road, Newcastle Upon Tyne, NE3 1XT, UK
| | - Lauren Powell
- School of Psychology, 4.28, Dame Margaret Barbour Building, Wallace Street, Newcastle Upon Tyne, NE2 4DR, UK
| | - Barry Ingham
- Population Health Sciences Institute, Sir James Spence Institute, Newcastle University, Royal Victoria Infirmary, Level 3, Queen Victoria Road, Newcastle Upon Tyne, NE1 4LP, UK.,Cumbria, Northumberland, Tyne & Wear NHS Foundation Trust, St. Nicholas Hospital, Jubilee Road, Newcastle Upon Tyne, NE3 1XT, UK
| | - Mark Freeston
- School of Psychology, 4.28, Dame Margaret Barbour Building, Wallace Street, Newcastle Upon Tyne, NE2 4DR, UK
| | - Jeremy R Parr
- Population Health Sciences Institute, Sir James Spence Institute, Newcastle University, Royal Victoria Infirmary, Level 3, Queen Victoria Road, Newcastle Upon Tyne, NE1 4LP, UK.,Cumbria, Northumberland, Tyne & Wear NHS Foundation Trust, St. Nicholas Hospital, Jubilee Road, Newcastle Upon Tyne, NE3 1XT, UK
| | - Jacqui Rodgers
- Population Health Sciences Institute, Sir James Spence Institute, Newcastle University, Royal Victoria Infirmary, Level 3, Queen Victoria Road, Newcastle Upon Tyne, NE1 4LP, UK
| |
Collapse
|
24
|
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.
Collapse
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
| |
Collapse
|
25
|
"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.
Collapse
|
26
|
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: 3] [Impact Index Per Article: 1.0] [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.
Collapse
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.
| |
Collapse
|
27
|
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.
Collapse
Affiliation(s)
- Matthew Scott
- School of Education, University of Bristol, UK; School of Psychology, University of Cardiff, UK
| | | |
Collapse
|
28
|
Wisner-Carlson R, Uram S, Flis T. The Transition to Adulthood for Young People with Autism Spectrum Disorder. Psychiatr Clin North Am 2020; 43:673-686. [PMID: 33127001 DOI: 10.1016/j.psc.2020.08.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
The transition to adulthood for individuals with autism spectrum disorder is difficult and outcomes are suboptimal. Social cognition deficits and executive dysfunction continue to be barriers to young people's success, lack of societal acceptance and loss of previous support can exacerbate the condition, and mental health issues increase. All areas of adult functioning are affected. To help manage the transition and improve outcomes for this population, psychiatrists and other health care providers need to be aware of the issues and possible interventions, including social skills training, educational transition programs, and supported employment programs.
Collapse
Affiliation(s)
- Robert Wisner-Carlson
- Neuropsychiatry Outpatient Program, Adult Developmental Neuropsychiatry Clinic, Adult Inpatient Intellectual Disability and Autism Unit, Sheppard Pratt Autism Registry, Ethics Committee, Sheppard Pratt Health System, 6501 North Charles Street, Baltimore, MD 21204, USA.
| | - Sara Uram
- Adult Developmental Neuropsychiatry Clinic, Sheppard Pratt Health System, 6501 North Charles Street, Baltimore, MD 21204, USA
| | - Thomas Flis
- Sheppard Pratt Health System, 6501 North Charles Street, Baltimore, MD 21204, USA
| |
Collapse
|
29
|
Chandrasekhar T. Supporting the needs of college students with autism spectrum disorder. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2020; 68:936-939. [PMID: 31702974 DOI: 10.1080/07448481.2019.1686003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2019] [Revised: 08/20/2019] [Accepted: 10/24/2019] [Indexed: 06/10/2023]
Abstract
Young adults with autism spectrum disorder (ASD) are enrolling in colleges at increasing rates. This case highlights the need for college mental health clinicians to be aware of features of ASD in emerging adults. Participants: A case of a young woman with dysphoria and anxiety who also met ASD criteria during a diagnostic evaluation. Methods: The author describes diagnostic criteria for ASD, common psychiatric co-morbidities, and commonly used campus services. Results: The student in this case was diagnosed with ASD during the course of treatment for dysphoria and anxiety. Knowledge of this diagnosis led to better self-understanding and discovery of new supports. Conclusions: College mental health clinicians will increasingly encounter students with ASD whose social and communication challenges impact their success in post-secondary educational environments. Clinicians should be knowledgeable of ASD features, common mental health challenges, and how best to support students.
Collapse
Affiliation(s)
- Tara Chandrasekhar
- Department of Psychiatry and Behavioral Sciences, Duke University, Durham, NC, USA
- Counseling and Psychological Services, Duke University, Durham, NC, USA
| |
Collapse
|
30
|
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]
|
31
|
Flower RL, Richdale AL, Lawson LP. Brief Report: What Happens After School? Exploring Post-school Outcomes for a Group of Autistic and Non-autistic Australian Youth. J Autism Dev Disord 2020; 51:1385-1391. [PMID: 32662053 DOI: 10.1007/s10803-020-04600-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Young autistic Australians are less likely to attend higher education and have lower employment rates than non-autistic Australians (in: Australian Bureau of Statistics, Survey of disability, ageing and carers Australia: Summary of Findings 2018. Australian Bureau of Statistics, Canberra, 2019a). Few studies have examined post-school outcomes among this population. Using data from the first phase of a national longitudinal study including autistic (n = 79) and non-autistic (n = 107) 17-25-year olds, we found young autistic adults were (a) less likely to be employed, (b) more likely to attend technical and further education (TAFE) than university, (c) more likely to enrol in higher education on a part-time basis and (d) less likely to be engaged in both higher education and employment, than their non-autistic peers. Findings highlight a need to understand post-school trajectories of young autistic adults.
Collapse
Affiliation(s)
- Rebecca L Flower
- Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe University, Bendigo, Australia. .,Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia. .,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, QLD, Australia.
| | - Amanda L Richdale
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, QLD, Australia
| | - Lauren P Lawson
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia.,Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket, Brisbane, QLD, Australia
| |
Collapse
|
32
|
Casagrande K, Frost KM, Bailey KM, Ingersoll BR. Positive Predictors of Life Satisfaction for Autistic College Students and Their Neurotypical Peers. AUTISM IN ADULTHOOD 2020; 2:163-170. [PMID: 36601573 PMCID: PMC8992850 DOI: 10.1089/aut.2019.0050] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Background Positive psychological traits are associated with higher life satisfaction, academic success, and fewer mental health problems in neurotypical (NT) college students. However, it is unclear whether this is similar for autistic students. This study explores college-specific positive traits, including academic satisfaction, self-efficacy, gratitude, and school connectedness, and their relationship with life satisfaction in autistic college students and their NT peers. Method Autistic (n = 42) and NT (n = 50) college students completed an online survey containing measures of autistic traits, college well-being, and life satisfaction. We explored differences in life satisfaction and college well-being between groups using analysis of variances and explored these relationships based on self-reported autistic traits across groups using correlations. We assessed whether a relationship between college-specific well-being and life satisfaction was moderated by autistic traits using linear regression. Results Results showed emerging differences in school connectedness such that autistic students were less likely to report feeling connected despite similar scores on other domains of college well-being and life satisfaction; correcting for multiple comparisons this difference was no longer significant. However, autistic traits were significantly related to life satisfaction and school connectedness across the full sample. Differences in school connectedness also explained a significant amount of variance in life satisfaction over and above the influence of autistic traits. The interaction between connectedness and autistic traits was not significant. Conclusions Results suggests that students who experience higher levels of connection with their university and peers, regardless of the number of autistic traits they endorse, report higher satisfaction with life. Given the importance of social connectedness in college-specific and overall well-being, significant attention should be paid to the protective role of social support systems in addition to academic services when understanding how to support autistic individuals as well as individuals who do not meet diagnostic criteria, but share some similar clinical traits. Lay summary What was the purpose of this study?: College well-being is related to life satisfaction in neurotypical (NT) college students. However, it is unclear whether this is similar for autistic college students. The purpose of this study was to understand how different aspects of college well-being support life satisfaction in autistic college students compared with their NT peers.What did the researchers do?: We invited both autistic and NT college students to complete an online survey. The survey asked about college well-being and life satisfaction. We looked at similarities and differences in responses between autistic and NT students. We also looked at whether college well-being was related to life satisfaction and whether that depended on the number of autistic traits that individuals selected to describe themselves.What were the results of the study?: We found that there were no group differences between autistic and NT college students in their overall college well-being or life satisfaction. However, there were differences in life satisfaction and one individual aspect of college well-being, school connectedness, based on autistic traits. Students with more autistic traits were less likely to report feeling connected to their university and peers and were less satisfied with life overall. We also found that school connectedness and the number of autistic traits, rather than diagnostic status, were related to life satisfaction. Students who feel more connected to their university and peers, regardless of the number of autistic traits they endorse, report higher satisfaction with life.What do these findings add to what was already known?: While there are many studies of life satisfaction in autistic individuals, most focus on the negative aspects. Our study is the first to look at positive factors, such as college well-being, in autistic students and their NT peers. This is important because both autistic and NT students struggle with academics, social isolation, and mental health in college. However, understanding the positive traits that can help counteract those challenges is important in supporting all students in college. Our findings show that both autistic traits and school connectedness are important, but separate, components for understanding life satisfaction in college students with and without autism.What are the potential weaknesses in the study?: This study only recruited autistic participants from disability resource centers of 4-year colleges, so students who were attending community colleges, private institutions, or who did not disclose their diagnosis to the disability resource centers were not included. As autistic students may be more likely to attend community or private colleges or may not disclose their diagnostic status, our results may not apply to other people. Our sample of students was also small, which limits our ability to find differences and have confidence in the results.How will these findings help autistic adults?: These findings show the importance of social integration for the well-being of neurodivergent and NT college students and support ongoing requests from autistic students for more nonacademic supports in college. Screening for college well-being and improving social integration are potential ways to increase life satisfaction for neurodivergent college students.
Collapse
Affiliation(s)
- Karís Casagrande
- Department of Psychology, Michigan State University, East Lansing, Michigan, USA
| | - Kyle M. Frost
- Department of Psychology, Michigan State University, East Lansing, Michigan, USA
| | - Kathryn M. Bailey
- Department of Special Education, Vanderbilt University, Nashville, Tennessee, USA
| | - Brooke R. Ingersoll
- Department of Psychology, Michigan State University, East Lansing, Michigan, USA.,Address correspondence to: Brooke R. Ingersoll, PhD, BCBA-D, Department of Psychology, Michigan State University, 316 Physics Road, Room 105B, East Lansing, MI 48824, USA
| |
Collapse
|
33
|
Meeting the Mental Health Needs of College Students with ASD: A Survey of University and College Counseling Center Directors. J Autism Dev Disord 2020; 51:341-345. [PMID: 32430634 DOI: 10.1007/s10803-020-04530-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
An increasing number of individuals with Autism Spectrum Disorder (ASD) are enrolling in post-secondary education. Though many students may use services provided by university and college counseling centers (UCCCs), little is known about the landscape of care for students with ASD in this setting. UCCC directors (n = 79) completed an online survey to assess current utilization, clinician experience with ASD, and campus collaborations. While the majority of directors (69.7%) reported an increase in students with ASD requesting mental health services at their centers, the survey identified a discrepancy between their intention to improve services and current reported levels of expertise, training, and resources. Directors identified barriers to improving UCCC services to students with ASD, providing direction for future improvement.
Collapse
|
34
|
Wisner-Carlson R, Uram S, Flis T. The Transition to Adulthood for Young People with Autism Spectrum Disorder. Child Adolesc Psychiatr Clin N Am 2020; 29:345-358. [PMID: 32169266 DOI: 10.1016/j.chc.2019.12.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The transition to adulthood for individuals with autism spectrum disorder is difficult and outcomes are suboptimal. Social cognition deficits and executive dysfunction continue to be barriers to young people's success, lack of societal acceptance and loss of previous support can exacerbate the condition, and mental health issues increase. All areas of adult functioning are affected. To help manage the transition and improve outcomes for this population, psychiatrists and other health care providers need to be aware of the issues and possible interventions, including social skills training, educational transition programs, and supported employment programs.
Collapse
Affiliation(s)
- Robert Wisner-Carlson
- Neuropsychiatry Outpatient Program, Adult Developmental Neuropsychiatry Clinic, Adult Inpatient Intellectual Disability and Autism Unit, Sheppard Pratt Autism Registry, Ethics Committee, Sheppard Pratt Health System, 6501 North Charles Street, Baltimore, MD 21204, USA.
| | - Sara Uram
- Adult Developmental Neuropsychiatry Clinic, Sheppard Pratt Health System, 6501 North Charles Street, Baltimore, MD 21204, USA
| | - Thomas Flis
- Sheppard Pratt Health System, 6501 North Charles Street, Baltimore, MD 21204, USA
| |
Collapse
|
35
|
Evaluating the Role of Autistic Traits, Social Anxiety, and Social Network Changes During Transition to First Year of University in Typically Developing Students and Students on the Autism Spectrum. J Autism Dev Disord 2020; 50:2832-2851. [PMID: 32034649 PMCID: PMC7374465 DOI: 10.1007/s10803-020-04391-w] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
This is the first longitudinal study to quantitatively evaluate changes in social network structure (SNS) and perceived social support (PSS) amongst first-year students on the autism spectrum (n = 21) and typically developing (TD; n = 182) students transitioning to university. The relative impact of changes in SNS/PSS, students’ social anxiety and autistic traits, on first-year university transition outcomes were also examined. Both groups gained friends over time who provided better support quantity and quality during first year of university. Social anxiety showed long-term differential negative impact on students on the autism spectrum and TD students’ academic, social and personal/emotional adjustments, and institutional attachment, suggesting stakeholders should focus on delivering interventions to reduce social anxiety to improve university transition outcomes.
Collapse
|
36
|
Fairchild LA, Powell MB, Gadke DL, Spencer JC, Stratton KK. Increasing social engagement among college students with autism. ADVANCES IN AUTISM 2020. [DOI: 10.1108/aia-09-2019-0030] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
Many university-based services for individuals with autism spectrum disorder (ASD) have incorporated peer mentorship programs; however, the research on the success of these programs to increase social engagement is extremely limited. This study aims to examine the effectiveness of a peer mentor program, both alone and combined with an incentive program, on increasing the social engagement of college students with ASD. Additionally, the perceptions of college students with ASD were also examined to determine potential barriers to participate in these social events.
Design/methodology/approach
A component analysis was used to determine what intervention component or combination of components, was most effective in increasing the social engagement among college students with ASD. The number of students during each component was totaled and averaged across the number of social events held during that phase. A survey regarding barriers to social engagement was also provided.
Findings
Results suggest that both the peer mentor program alone, as well as the peer mentor program in conjunction with an incentive program, were effective at increasing students’ attendance at weekly supervised social events. Results from the survey regarding barriers to social engagement revealed that the majority of students reported difficulties managing time to fit social events into their schedule.
Originality/value
To the knowledge, the use of peer-mentoring programs combined with an incentive program on increasing social engagement has not yet been investigated. Further, perceptions of the use of these programs by college students with ASD is relatively limited.
Collapse
|
37
|
Accardo AL, Bean K, Cook B, Gillies A, Edgington R, Kuder SJ, Bomgardner EM. College Access, Success and Equity for Students on the Autism Spectrum. J Autism Dev Disord 2020; 49:4877-4890. [PMID: 31482372 DOI: 10.1007/s10803-019-04205-8] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
College may be considered a gateway to success, yet access to college is limited for young adults with autism. Given the research recommendations to elicit student experiences and to communicate among universities to improve college access, success, and equity, the present study examined the questions: What factors are perceived as pathways to success or barriers to success by college students on the autism spectrum? What university provided accommodations and/or support services do they prefer? Participants from four universities completed surveys and semi-structured interviews. Findings from the multi-university study suggest the need to provide transition planning and systematic non-academic social and emotional supports from the start of the college experience as well as specific training for faculty, staff, and peers.
Collapse
Affiliation(s)
- Amy L Accardo
- College of Education, Rowan University, 201 Mullica Hill Road, Glassboro, NJ, 08028, USA.
| | - Kimberly Bean
- School of Education, Southern Connecticut State University, 501 Crescent Street, New Haven, CT, 06515, USA
| | - Barbara Cook
- School of Health and Human Services, Southern Connecticut State University, 501 Crescent Street, New Haven, CT, 06515, USA
| | - Ann Gillies
- Colorado Mesa University, 1100 North Ave, Grand Junction, CO, 81501, USA
| | - Rebecca Edgington
- Eastern Illinois University, 600 Lincoln Ave, Charleston, IL, 61920, USA
| | - S Jay Kuder
- College of Education, Rowan University, 201 Mullica Hill Road, Glassboro, NJ, 08028, USA
| | - Estyr M Bomgardner
- College of Education, Rowan University, 201 Mullica Hill Road, Glassboro, NJ, 08028, USA
| |
Collapse
|
38
|
Anderson AH, Carter M, Stephenson J. An On-Line Survey of University Students with Autism Spectrum Disorder in Australia and New Zealand: Characteristics, Support Satisfaction, and Advocacy. J Autism Dev Disord 2019; 50:440-454. [PMID: 31659596 DOI: 10.1007/s10803-019-04259-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
An on-line survey of 102 (51 females; undergraduate and graduate) university students with ASD across Australia and New Zealand examined student characteristics and satisfaction with academic and non-academic supports. A broad range of disciplines were studied, and the participants' reported strengths included a passion for learning, strong technology skills, and creative thoughts. The participants' greatest concerns were academic requirements and mental health, including high rates of self-harm and suicidal ideation. Despite support satisfaction ratings being high, support usage was low, possibly indicating a mismatch of supports and needs, lack of awareness of available supports, and/or poor advocacy skills.
Collapse
Affiliation(s)
- Anastasia H Anderson
- Department of Educational Studies, Faculty of Human Sciences, Macquarie University, Building X5A, North Ryde, NSW, 2109, Australia.
| | - Mark Carter
- Department of Educational Studies, Faculty of Human Sciences, Macquarie University, Building X5A, North Ryde, NSW, 2109, Australia
| | - Jennifer Stephenson
- Department of Educational Studies, Faculty of Human Sciences, Macquarie University, Building X5A, North Ryde, NSW, 2109, Australia
| |
Collapse
|
39
|
Dijkhuis RR, Ziermans T, van Rijn S, Staal W, Swaab H. Emotional Arousal During Social Stress in Young Adults With Autism: Insights From Heart Rate, Heart Rate Variability and Self-Report. J Autism Dev Disord 2019; 49:2524-2535. [PMID: 30945093 PMCID: PMC6546666 DOI: 10.1007/s10803-019-04000-5] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
In order to better understand which factors play a role in non-adaptive social behavior in autism spectrum disorder (ASD) we looked into physiological arousal and awareness of one's own emotions. Heart rate (HR) and heart rate variability (HRV) were measured during a public speaking task in 51 young adults with ASD and 28 typically developing (TD) controls. The results showed no significant group differences in baseline HR/HRV, HR reactivity (change from baseline to the speaking task) or self-reported emotional awareness. However, adults with ASD showed significantly lower HRV reactivity (p = .023, d = 0.6) compared to TD adults. These results suggest a mismatch between arousal regulation and emotional awareness, which may be related to problems in social adaptation in ASD.
Collapse
Affiliation(s)
- Renee R Dijkhuis
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Tim Ziermans
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
- Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Department of Brain and Cognition, University of Amsterdam, Amsterdam, The Netherlands
| | - Sophie van Rijn
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands
| | - Wouter Staal
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands
- Karakter Universitair Centrum, Nijmegen, The Netherlands
- Radboud Universitair Medisch Centrum, Nijmegen, The Netherlands
| | - Hanna Swaab
- Department of Clinical Child and Adolescent Studies, Neuropedagogics and Developmental Disorders, Leiden University, Pieter de la Court Building, Wassenaarseweg 52, 2333 AK, Leiden, The Netherlands.
- Leiden Institute for Brain and Cognition, Leiden, The Netherlands.
| |
Collapse
|
40
|
Zukerman G, Yahav G, Ben-Itzchak E. Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder. Autism Res 2019; 12:1376-1385. [PMID: 31115185 DOI: 10.1002/aur.2129] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2018] [Revised: 03/23/2019] [Accepted: 05/07/2019] [Indexed: 11/11/2022]
Abstract
Research findings indicate that anxiety, social anxiety in particular, is the most common experience reported by individuals with autism spectrum disorder (ASD) attending postsecondary education. Among students without ASD, higher levels of social anxiety have been postulated to correlate with impaired academic achievement; restriction of one's social network because of anxiety is thought to lead to reduction of access to resources important for learning such as social/emotional support and collaborative learning. However, despite growing interest in the outcomes of young students with ASD, no research has studied the associations between academic achievement and anxiety among students with ASD. This study examined the association between social anxiety and grade point average (GPA) among university students: 55 diagnosed with ASD, 31 without ASD but high levels of social anxiety, and 25 without ASD and with low levels of social anxiety (controls). GPAs were significantly lower for the ASD group than for the two non-ASD groups. Among students without ASD, a negative correlation between social anxiety and grades was observed whereas the reverse pattern was found for the ASD group, meaning that for students with ASD, higher levels of social anxiety were associated with higher grades. Additionally, in a regression analysis, ASD diagnosis, social anxiety, and the interaction of group × social anxiety significantly predicted GPA. Possible explanations for this finding, as well as implications for interventions among this population of high-functioning students with ASD, are discussed. Autism Res 2019, 12: 1376-1385. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the relationship between levels of social anxiety and grades in students with autism spectrum disorder (ASD) and in students without ASD who had either high social anxiety or low social anxiety (controls). Among the group with ASD, higher levels of social anxiety were associated with higher grades, whereas the reverse pattern was found among the other groups. This finding's implications for interventions among students with ASD are discussed.
Collapse
Affiliation(s)
- Gil Zukerman
- Department of Communication Disorders, School of Health Sciences, Ariel University, Ariel, Israel
| | - Gili Yahav
- Department of Communication Disorders, School of Health Sciences, Ariel University, Ariel, Israel
| | - Ester Ben-Itzchak
- Department of Communication Disorders, School of Health Sciences, Ariel University, Ariel, Israel.,Bruckner Center for Research in Autism Spectrum Disorder, Ariel University, Ariel, Israel
| |
Collapse
|
41
|
Lipinski S, Blanke ES, Suenkel U, Dziobek I. Outpatient Psychotherapy for Adults with High-Functioning Autism Spectrum Condition: Utilization, Treatment Satisfaction, and Preferred Modifications. J Autism Dev Disord 2019; 49:1154-1168. [PMID: 30415320 DOI: 10.1007/s10803-018-3797-1] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Many adults with autism spectrum condition (ASC) desire outpatient psychotherapy (PT). This study compared reasons for seeking PT, experiences with PT, and modifications preferred with respect to PT of individuals with ASC to non-autistic individuals with depression (MDD). Furthermore, factors predictive for treatment satisfaction were identified in individuals with ASC. A total of 262 adults with ASC without intellectual impairment and 304 non-autistic controls with MDD were surveyed. In this pilot study both groups predominantly sought treatment for depressiveness. A low level of expertise with autism was the main reason for being declined by therapists and a contributing factor to the overall treatment dissatisfaction of patients with ASC. ASC patients desire adjustments such as written communication, and clearly structured sessions.
Collapse
Affiliation(s)
- Silke Lipinski
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099, Berlin, Germany.
| | - Elisabeth S Blanke
- Lebenswissenschaftliche Fakultät, Institut für Psychologie, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099, Berlin, Germany
| | - Ulrike Suenkel
- Hertie Institute for Clinical Brain Research (HIH), Center of Neurology, University of Tübingen, Hoppe-Seyler-Str. 3, 72076, Tübingen, Germany
| | - Isabel Dziobek
- Berlin School of Mind and Brain, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099, Berlin, Germany
| |
Collapse
|
42
|
Sturm A, Kasari C. Academic and psychosocial characteristics of incoming college freshmen with autism spectrum disorder: The role of comorbidity and gender. Autism Res 2019; 12:931-940. [PMID: 30969478 DOI: 10.1002/aur.2099] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Revised: 01/28/2019] [Accepted: 03/04/2019] [Indexed: 12/21/2022]
Abstract
There is a pressing need to better characterize the college-bound population of individuals with autism spectrum disorder (ASD), as prior studies have included small samples, consisting of individuals who are either recruited due to diagnosis or are treatment seeking. As postsecondary institutions look to respond to the growing need for support services for individuals with ASD, insights derived from large, population-based samples is a necessity. The current study included a sample of over 2000 incoming postsecondary students who self-identified with ASD as a part of surveys distributed by institutions nationally. The impact of heterogeneity (gender, comorbid attention-deficit/hyperactivity disorder [ADHD], and/or learning disability) on demographic characteristics, and psychosocial (psychological health, interpersonal self-confidence) and academic (self-regulated learning, intellectual self-confidence) domains critical for success in postsecondary education were compared to a matched sample of students with ADHD or no diagnoses. College-bound students with ASD broadly endorsed similar rates of ADHD, LD, and psychological disorder comorbidity to clinic-referred samples, and were more similar than different from their typically developing peers. A comorbid diagnosis of ADHD was associated with greater academic disengagement. Females with ASD and those with any comorbid disorder were more likely to self-report poorer psychological health. Findings revealed that self-reported levels of functioning in critical domains differed by self-reported comorbid disorders and gender. Findings have implications for targeted support service recommendations based on unique sources of heterogeneity (e.g., gender, presenting comorbid disorders) and are detailed in the current study. Autism Res 2019, 12: 931-940. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: College-bound students with ASD feel academically competent; however feel less confident with their peers. Students with ASD and another diagnosis (e.g., ADHD, learning disability) and girls with ASD may be particularly at risk of experiencing poorer psychological health while enrolled in postsecondary education. Using this information, postsecondary institutions can provide more targeted support services to students with ASD enrolled in postsecondary education.
Collapse
|
43
|
The Experiences of College Students on the Autism Spectrum: A Comparison to Their Neurotypical Peers. J Autism Dev Disord 2019; 49:2320-2336. [PMID: 30734173 DOI: 10.1007/s10803-019-03910-8] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This study describes the academic, social, and health experiences of college students on the autism spectrum as they compare to students with other disabilities and their non-disabled, neurotypical peers. Data were from an online survey of college students at 14 public institutions (N = 3073). There were few significant differences between students on the spectrum and students with other disabilities. Both groups of students reported significantly worse outcomes than neurotypical students on academic performance, social relationships and bullying, and physical and mental health. The findings suggest that some of the challenges students on the spectrum face in college result from the stigma and social rejection associated with disability rather than from the unique characteristics of autism.
Collapse
|
44
|
Gurbuz E, Hanley M, Riby DM. University Students with Autism: The Social and Academic Experiences of University in the UK. J Autism Dev Disord 2019; 49:617-631. [PMID: 30173311 PMCID: PMC6373295 DOI: 10.1007/s10803-018-3741-4] [Citation(s) in RCA: 45] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
The number of university students with autism is increasing, and it is crucial that these students can access adequate support. An online questionnaire was completed by 26 autistic students and 158 non-autistic students enrolled at UK universities to investigate social and academic experiences. Autistic students self-reported significant challenges and more mental health difficulties than non-autistic students. Significant challenges focused on the social components of university life, including social skills, social support opportunities, and levels of ASD awareness from others. Many strengths were also reported regarding academic skills of autistic university students. Importantly, there were more thoughts of withdrawal by the students with autism highlighting the need for support. These data can inform university student support services.
Collapse
Affiliation(s)
- Emine Gurbuz
- Department of Psychology, Durham University, South Road, Durham, DH1 3LE, UK.
- Centre for Developmental Disorders, Durham University, Durham, UK.
| | - Mary Hanley
- Department of Psychology, Durham University, South Road, Durham, DH1 3LE, UK
- Centre for Developmental Disorders, Durham University, Durham, UK
| | - Deborah M Riby
- Department of Psychology, Durham University, South Road, Durham, DH1 3LE, UK
- Centre for Developmental Disorders, Durham University, Durham, UK
| |
Collapse
|
45
|
Vincent J. It's the fear of the unknown: Transition from higher education for young autistic adults. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 23:1575-1585. [PMID: 30632780 DOI: 10.1177/1362361318822498] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
More young people with a diagnosis of autism are enrolling and successfully completing higher education courses than ever before and this is set to increase; however, while there is a burgeoning body of literature surrounding the transition into this stage of education, there is a paucity of research that investigates the transition as this population exit higher education. This exploratory qualitative study is one of the first to identify the specific experiences of young autistic adults making this transition, drawing on semi-structured interviews with 21 students and recent graduates. Findings indicate that transition out of higher education is challenging on both practical and psychological levels, manifested by feelings of anxiety and loss. However, there is also evidence that the same phenomenon can also be understood as a positive departure with important implications for identity development. Findings are discussed in relation to future research and implications for practice in higher education institutions.
Collapse
|
46
|
Moody EJ, Harris B, Zittleman L, Nease DE, Westfall JM. It's time for a change!: The appreciative inquiry/bootcamp translation to address disparities in the Latino community with autism spectrum disorders. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2019; 25:113-122. [PMID: 30714773 PMCID: PMC6686679 DOI: 10.1037/cdp0000242] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
OBJECTIVE Autism spectrum disorder (ASD) is underidentified and misidentified in the Latino community, and numerous barriers limit this community's ability to access quality health care for ASD. Appreciative inquiry/boot camp translation (AI/BCT) is a novel method of community engagement that can be used within community-based participatory research partnerships. AI/BCT uses qualitative methods to uncover strategies that the community is already successfully using and develops actionable messages to increase the use of those strategies throughout the community. We describe this method and outline how it is likely to be more effective at reducing disparities related to ASDs in the Latino community than traditional methods. CONCLUSION AI/BCT is a promising method of community engagement that is responsive to cultural differences. It is a strength-based approach focused on increasing the use of strategies that already work within the community. Therefore, it has the potential to reduce health disparities in the Latino community who have loved ones with autism ASD much more rapidly than traditional methods of inquiry. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Collapse
Affiliation(s)
- Eric J Moody
- Department of Psychiatry, University of Colorado School of Medicine
| | - Bryn Harris
- School of Psychology, University of Colorado
| | - Linda Zittleman
- Department of Family Medicine, University of Colorado School of Medicine
| | - Donald E Nease
- Department of Family Medicine, University of Colorado School of Medicine
| | - John M Westfall
- Department of Family Medicine, University of Colorado School of Medicine
| |
Collapse
|
47
|
A Systematic Literature Review of Empirical Research on Postsecondary Students with Autism Spectrum Disorder. J Autism Dev Disord 2018; 49:1531-1558. [PMID: 30536219 DOI: 10.1007/s10803-018-3840-2] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The findings from a systematic literature review of 24 empirical studies of interventions for post-secondary students with autism spectrum disorder (ASD) are reported in this study. A diverse range of interventions were examined, many of which appeared feasible and high rates of participant satisfaction were also reported. Differing responses within and among interventions may point to the possible need for individualized supports. Few studies analyzed a specific academic support despite many students with ASD indicating they prefer these supports and that they find them useful. This may highlight the need for participant preferences to be given more consideration when designing supports. Most studies were of poor quality, however, so any conclusions are tentative. Directions for future research were discussed.
Collapse
|
48
|
Mental Health Issues in Post-Secondary Students with Autism Spectrum Disorder: Experiences in Accessing Services. Int J Ment Health Addict 2018. [DOI: 10.1007/s11469-018-9988-3] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/14/2022] Open
|
49
|
Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders. J Autism Dev Disord 2018; 48:3330-3343. [DOI: 10.1007/s10803-018-3599-5] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
50
|
Preface: Special Issue-College Experiences for Students with Autism Spectrum Disorder. J Autism Dev Disord 2018; 48:639-642. [PMID: 29388149 DOI: 10.1007/s10803-018-3463-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
|