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.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.
ERP studies have associated posttraumatic stress disorder (PTSD) with enhanced P3 amplitudes in response to trauma-related stimuli, along with reduced amplitudes in the context of neutral (trauma-unrelated) stimuli. Additionally, a bias toward trauma-related stimuli is also observed among trauma-exposed participants not meeting criteria for PTSD, suggesting that trauma exposure itself, and not only the severity of posttraumatic stress (PTS), is a critical factor in information processing changes. However, previous examination of the response of trauma-exposed (PTSD and non-PTSD) participants to novel, neutral stimuli has produced conflicting findings. The current study examined ERPs in response to a novelty oddball paradigm comprised of neutral distractor sounds. Participants were 16 individuals with PTSD, 21 trauma-exposed individuals without PTSD, and 12 nontraumatized controls. Detailed trauma histories and PTS symptoms were collected. A significant effect of group on early ERPs was observed, showing an increase in the N1-P2 complex peak amplitude among the PTSD group, relative to controls. Among the entire sample, significant positive correlations were observed between PTS symptom severity, as well as trauma history, and early N1-P2 complex peak amplitudes, in response to novel stimuli. Furthermore, trauma-exposed participants with no PTS symptoms exhibited larger N1 amplitudes compared to participants with no trauma history. No trauma-related alterations in later ERP components were observed. These results suggest that trauma exposure may lead to hyperarousal at early processing levels, even in response to neutral novel stimuli. The findings concur with the neurocircuitry model that associates PTSD with hyperresponsivity of the amygdala.
BackgroundPrevious 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.MethodsThis 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.ResultsSignificant 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.ConclusionThe 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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