Mathematics Interventions for Students with High Functioning Autism/Asperger's Syndrome

et al. 2012

J Autism Dev Disord

201

119

Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed.

Section: Discussioncontrasting

confidence: 99%

Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

Wei

et al. 2012

J Autism Dev Disord

201

119

“…The association between conversation ability and the odds of declaring a STEM major suggests that appropriate communication skills are important in STEM classes. Previous studies found that poor communication skills in young adults with an ASD may limit their ability to understand and use the rules of social behavior, resulting in more difficulties transitioning from high school to college (Hendricks, & Wehman, 2009; VanBergeijk, Klin, & Volkmar, 2008), and in maintaining the reciprocal interaction essential to college learning (Banda & Kubina, 2010; Donaldson & Zagler, 2010). Although speech/communication therapy is the most common special education service provided to secondary-school students with an ASD (Wei, Wagner, Christiano, Shattuck, & Yu, 2013), parents identified a lack of information about these supports and services and their unavailability as the most common barriers in meeting their children’s needs (NLTS2, 2007b).…”

Section: Discussionmentioning

confidence: 99%

High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder

Wei

Focus Autism Other Dev Disabl

et al. 2015

Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed.

“…Some research has documented how the core challenges of autism spectrum disorder (ASD)—difficulty maintaining the reciprocal interaction essential to learning, poor nonverbal communication, and a limited ability to understand and use the rules of social behavior—may limit success in college [ 4 – 6 ]. However, very few studies have examined subjective perceptions of self among postsecondary college students on the autism spectrum.…”

Section: Introductionmentioning

confidence: 99%

Disability Identification and Self-Efficacy among College Students on the Autism Spectrum

Autism Research and Treatment

Steinberg

et al. 2014

The number of youth on the autism spectrum approaching young adulthood and attending college is growing. Very little is known about the subjective experience of these college students. Disability identification and self-efficacy are two subjective factors that are critical for the developmental and logistical tasks associated with emerging adulthood. This study uses data from the National Longitudinal Transition Study 2 to examine the prevalence and correlates of disability identification and self-efficacy among college students on the autism spectrum. Results indicate nearly one-third of these students do not report seeing themselves as disabled or having a special need. Black race was associated with lower likelihood of both disability identification and self-efficacy.