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Gurbuz E, Riby DM, South M, Hanley M. Associations between autistic traits, depression, social anxiety and social rejection in autistic and non-autistic adults. Sci Rep 2024; 14:9065. [PMID: 38643251 PMCID: PMC11032319 DOI: 10.1038/s41598-024-59532-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Accepted: 04/11/2024] [Indexed: 04/22/2024] Open
Abstract
Autistic people frequently experience negative judgements from non-autistic people, often fuelled by misconceptions that autistic people lack empathy. Understanding responses to negative social judgement among autistic people is crucial because of the potential negative impact on wellbeing and future interactions. We investigated the role of autistic traits, social anxiety, and depression on behavioural indices of social rejection in 20 autistic (AUT; 11 males) and 40 non-autistic (N-AUT; 21 males) university students. Participants completed the Social Judgement Task (SJT) where they predicted whether they were liked by another person, then received feedback on whether those evaluations were correct. Participants also completed an Age Judgement Task (AJT) where they estimated the age of the pictured person. The AUT group had lower positive expectation scores, meaning less tendency to predict being liked. Across the whole sample, higher social anxiety predicted greater tendency to anticipate rejection from others, not autistic traits. These findings suggest early experiences of rejection might lead to a negative self-bias in autistic people and emphasise the importance of using a transdiagnostic approach by showing that social anxiety rather than autistic traits is associated with expectation of social rejection.
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Affiliation(s)
- Emine Gurbuz
- Department of Psychology, University of Portsmouth, King Henry Building, King Henry I Street, Portsmouth, PO1 2DY, UK.
- Centre for Interaction, Development and Diversity, University of Portsmouth, Portsmouth, UK.
| | - Deborah M Riby
- Department of Psychology, Durham University, Durham, UK
- Centre for Neurodiversity & Development, Durham University, Durham, UK
| | - Mikle South
- Emory University School of Medicine and Emory Brain Health Center, Atlanta, USA
| | - Mary Hanley
- Department of Psychology, Durham University, Durham, UK
- Centre for Neurodiversity & Development, Durham University, Durham, UK
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Vincent J, Ralston K. Uncovering employment outcomes for autistic university graduates in the United Kingdom: An analysis of population data. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:732-743. [PMID: 37353923 PMCID: PMC10913337 DOI: 10.1177/13623613231182756] [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: 06/25/2023]
Abstract
LAY ABSTRACT International research suggests that more autistic people are entering higher education. Currently, very little is known about this group in the United Kingdom, for example, we have little information about how many autistic people enrol at UK-based higher education institutions, their backgrounds, the academic programmes they study and what they do once they have graduated. Our study tries to explore these issues by comparing outcomes between autistic students, other disabled students and non-disabled students. We use population data collected by the Higher Education Statistical Agency in the United Kingdom, which included 1,326,416 graduates across the years 2012-2018. Our findings indicate that the degree subjects studied at university by autistic students are more diverse than often people think. We also found that graduates go on to work in a range of employment sectors following graduation but often experience worse outcomes in terms of access to full-time work and worse pay. We argue that universities and colleges must focus greater attention on developing better employment transition support for autistic students and graduates.
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Zukerman G, Yahav G, Ben-Itzchak E. After one year in university; a robust decrease in autistic traits reporting among autistic students. Front Psychiatry 2023; 14:1146819. [PMID: 37469360 PMCID: PMC10352486 DOI: 10.3389/fpsyt.2023.1146819] [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: 01/17/2023] [Accepted: 06/12/2023] [Indexed: 07/21/2023] Open
Abstract
Background Previous research on autistic students enrolled in university support programs has reported moderate improvement in anxiety/depression or adaptive behavior. However, alterations in autistic traits have not been examined. Methods This longitudinal study evaluated changes in university students' autistic trait and state/trait anxiety levels. Participants were 24 neurotypically developed (ND) students with high levels of social anxiety symptoms (High SA), 30 ND students with low levels of SA symptoms (Low SA), and 41 autistic students (the primary focus of this study) residing with an ND peer student mentor as part of participating in the university's integration support program. Autism spectrum quotient [AQ and State Trait Anxiety Inventory STAI] data were collected during the first semester of two consecutive academic years (T1, T2), as well as baseline (T1) levels of social anxiety, depression, and obsessive-compulsive symptoms. Results Significant interaction between group and time was observed, denoting a sharp decrease (2.9 SD) from T1 to T2 in the overall autistic trait level among the autistic group (AQ "attention switching" subscale demonstrating the most robust decrease), and a moderate decrease (0.5 SD) among the high SA group. Only for the autistic students were more compulsive symptoms at T1 associated with a lesser decrease in AQ scores (T1-T2), which in turn was negatively correlated with their T1 year-end grade point average. Conclusion The findings suggest that attending post-secondary education (while partaking in a support/transition program) is followed by a profound change of the individual's subjective experience of autism, characterized by a sharp decline in the level of autistic traits, particularly attention switching. This change is independent of alterations in well-being indices, such as anxiety, that are known to characterize students attending university.
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Affiliation(s)
- Gil Zukerman
- Department of Communication Disorders, Ariel University, Ariel, Israel
| | - Gili Yahav
- Department of Communication Disorders, Ariel University, Ariel, Israel
| | - Ester Ben-Itzchak
- Department of Communication Disorders, Ariel University, Ariel, Israel
- Bruckner Center for Autism Research, Ariel University, Ariel, Israel
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Schembri-Mutch TM, McCrimmon AW, Zwiers ML. Understanding the Needs of Autistic Post-Secondary Students. J Autism Dev Disord 2023:10.1007/s10803-023-06010-w. [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] [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.
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Zukerman G, Yahav G, Ben-Itzchak E. Adaptive behavior and psychiatric symptoms in university students with ASD: One-year longitudinal study. Psychiatry Res 2022; 315:114701. [PMID: 35797842 DOI: 10.1016/j.psychres.2022.114701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 06/12/2022] [Accepted: 06/29/2022] [Indexed: 11/24/2022]
Abstract
In recent years, more young adults with ASD are attending post-secondary education, and several support programs have been proposed for this population. However, research regarding the long-term effects of university enrollment on outcomes among students with ASD is scarce. This study examined adaptive behavior and psychiatric symptoms during the first semester of two consecutive academic years (T1, T2) among 39 students with ASD, 29 students without ASD and high levels of social anxiety symptoms (High SA), and 32 students without ASD and low levels of SA symptoms (Low SA). Students with ASD participated in a university support program and resided with a peer mentor student without ASD, which encouraged social interaction. At T1, students with ASD reported lower levels of adaptive behavior and higher levels of social anxiety and obsessive-compulsive symptoms compared to the other groups. However, at follow-up (T2), significantly higher conceptual adaptive skill levels (specifically communication skills) and significantly lower depression symptom levels from T1 were reported only among students with ASD. The levels of social anxiety and obsessive-compulsive symptoms at T1 were negatively associated with adaptive functioning a year later (T2). Implications regarding adults with ASD attending university are discussed.
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Affiliation(s)
- Gil Zukerman
- Department of Communication Disorders, School of Health Sciences, Ariel University, Israel.
| | - Gili Yahav
- Department of Communication Disorders, School of Health Sciences, Ariel University, Israel.
| | - Esther Ben-Itzchak
- The Bruckner Center for Research in Autism, Department of Communication Disorders, Ariel University, Ariel, Israel.
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Mason LA, Zimiga BM, Anders-Jefferson R, Paap KR. Autism Traits Predict Self-reported Executive Functioning Deficits in Everyday Life and an Aversion to Exercise. J Autism Dev Disord 2020; 51:2725-2750. [PMID: 33043413 PMCID: PMC8254704 DOI: 10.1007/s10803-020-04741-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/28/2020] [Indexed: 11/30/2022]
Abstract
Are Autism Quotient (AQ) scores related to executive functioning (EF)? We sampled 200 students of normal intelligence and examined the relationship between AQ scores and: (a) 5 self-ratings of EF, (b) 5 performance-based measures of EF, and (c) 5 types of activities or experiences that are assumed to recruit EF and sometimes enhance EF. Our findings reveal that as AQ scores increase, self-rated EF ability decreases. AQ scores and self-reported EF measures do not correlate with objective EF task performance. Furthermore, AQ scores were shown to be negatively associated with many specific types of physical activity. As AQ scores increase, individuals report fewer positive reasons for exercise and more rationalizations for not engaging in more exercise.
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Affiliation(s)
- Lauren A. Mason
- San Francisco State University, San Francisco, CA USA
- Present Address: Department of Psychology, Tufts University, 490 Boston Ave., Medford, MA 02155 USA
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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.
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Lei J, Ashwin C, Brosnan M, Russell A. Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2019; 24:1138-1151. [PMID: 31852210 PMCID: PMC7433695 DOI: 10.1177/1362361319894830] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Transitioning to university can be anxiety-provoking for all students. The relationship between social anxiety, autistic traits and students’ social network structure, and perceived support is poorly understood. This study used a group-matched design where autistic students (n = 28) and typically developing students (n = 28) were matched on sex, age (17–19 years), ethnicity, pre-university academic performance and degree subject at university. Autistic students reported greater transition to university worries, and a smaller social network size compared to typically developing students, though perceived similar levels of support from their social networks. Autistic and typically developing students showed differential patterns of association with both autistic traits and social anxiety. Broader clinical and practical implications of findings are discussed. Transitioning to university can be anxiety-provoking for all students. The academic, daily living and social difficulties can become magnified for autistic students when considered alongside the social difficulties associated with autism, as well as higher levels of co-occurring social anxiety. Although previous studies report poor transition outcomes and retention rates for autistic students, it is unclear whether: (1) the academic, daily living and socialisation difficulties reported are unique to autistic students; (2) whether there are differences in students’ social networks at university, as well as their perceived level of support provided by network members; and (3) to what extent these difficulties may be accounted for by social anxiety found in both autistic and typically developing (TD) students when transitioning to university. This study compared a group of autistic students transitioning to university against a group of TD students who are similar in age, sex, academic performance prior to starting university and subject of study at university. Autistic students were found to be more socially anxious, more worried about different aspects of university life. Autistic students had a smaller social network compared to TD students, though both groups perceived similar levels of support from their social networks. Higher levels of social anxiety common to both groups, not autistic traits, was associated with greater distress in daily living and socialisation at university. University stakeholders may consider providing more psychoeducation and support around social anxiety for both autistic and TD students transitioning to university, to improve transition outcomes for all students.
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Lei J, Ashwin C, Brosnan M, Russell A. Developing an Online Tool to Measure Social Network Structure and Perceived Social Support Amongst Autistic Students in Higher Education: A Feasibility Study. J Autism Dev Disord 2019; 49:3526-3542. [PMID: 31119511 PMCID: PMC6667418 DOI: 10.1007/s10803-019-04070-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
The academic, daily-living, and social challenges all students face during university transition can become magnified for many autistic students, who might struggle to adapt to changes in their social network structure (SNS) and perceived social support (PSS). This study assessed the development, feasibility, and convergent validity of a novel online tool (Social Network and Perceived Social Support-SNaPSS) designed to quantitatively and qualitatively evaluate SNS and PSS during university transition. SNaPSS demonstrated good feasibility for completion amongst autistic students (Study 1, n = 10, 17-19 years), and adequate convergent validity against other PSS, autism symptom severity, and social anxiety measures amongst autistic (n = 28) and typically developing students (Study 2, n = 112, 17-19 years). Broader implications of SNaPSS to measure SNS/PSS are discussed.
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Affiliation(s)
- Jiedi Lei
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, UK.
| | - Chris Ashwin
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, UK
| | - Mark Brosnan
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, UK
| | - Ailsa Russell
- Centre for Applied Autism Research, Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, UK
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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: 19] [Impact Index Per Article: 3.8] [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.
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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.
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Lowinger S. Postsecondary Education for Students with ASD: Essential Support Systems. AUTISM IN ADULTHOOD 2019. [DOI: 10.1007/978-3-030-28833-4_6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Everhart N, Escobar KL. Conceptualizing the information seeking of college students on the autism spectrum through participant viewpoint ethnography. LIBRARY & INFORMATION SCIENCE RESEARCH 2018. [DOI: 10.1016/j.lisr.2018.09.009] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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