Perceptions of Students with Autism and Their Parents: The College Experience

Hendrickson, Jo M.; Woods-Groves, Suzanne; Rodgers, Derek B.; Datchuk, Shawn M.

doi:10.1353/etc.2017.0025

Cited by 15 publications

(14 citation statements)

References 32 publications

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“…Much of the early advocacy for PSE-IDDs emphasized a range of benefits for students with IDD (e.g., Uditsky & Hughson, 2012); these programs were posited as a pathway for students to build adaptive behaviors, self-determination, and social competence (Griffin et al, 2010;Hart et al, 2006). Studies of individual programs have suggested that students with IDD do, indeed, seem to benefit from their participation (e.g., Hendrickson et al, 2017;Moore & Schelling, 2015;Prohn et al, 2018). However, given the heterogeneity among PSE-IDDs, results of individual studies are likely less informative than integrative reviews.…”

Section: Outcomes Of Pse-idd Programsmentioning

confidence: 99%

“…First, changes in socialization were attributed to participation in PSE-IDDs. Hendrickson et al (2017) found that, as a result of PSE-IDD participation, students with IDD reported they had made new friends, got along with others, were willing to ask for help, felt more independent, and were practicing safe habits. In another study, 67% of peer mentors reported greater social opportunities for students with IDD after one academic year (S. M. Ryan, 2014).…”

Section: Table 1 (Continued)mentioning

confidence: 99%

“…Ryan et al, 2019). In addition to these domestic daily living skills, parents and students reported more independence for students with IDD in taking transportation and navigating campus (Hendrickson et al, 2017;S. M. Ryan, 2014;Yuan et al, 2018).…”

Section: Table 1 (Continued)mentioning

confidence: 99%

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A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

Lee

Taylor

2021

J Spec Educ

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Postsecondary educational programs (PSEs) are increasingly an option for students with intellectual and developmental disabilities (IDD). This scoping review synthesized research to understand the impacts of these programs for students with IDD and for campus, and barriers to these programs across stages of engagement (exploration, participation, completion). Studies were identified by searching PubMed, PsycINFO, ERIC, and Web of Science databases and reference lists of included articles. Twenty-one studies met inclusion criteria. Multiple benefits were identified for students with IDD and campus. Persistent barriers across all stages of program engagement included lack of funding and lack of collaboration. Barriers specific to stages included lack of knowledge, options, individualized support, integration into campus, and transportation. Implications for research and practice are discussed.

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Section: Outcomes Of Pse-idd Programsmentioning

confidence: 99%

Section: Table 1 (Continued)mentioning

confidence: 99%

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A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

Lee

Taylor

2021

J Spec Educ

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“…Although the years after the definition and description of "refrigerator families" and many scientific studies on this subject have shown that children with autism spectrum disorder have no significant association with almost none of the familial variables, there are many studies that show the effect of the family on reducing the effects of autism spectrum disorder. (Hendrickson, Woods-Groves, Rodgers & Datchuk, 2017;Hartmann, Kozikowski, Urbano, Williams, & Peterkin, 2018). For this reason, family-centered approaches stand out in supporting the development of this group of children.…”

mentioning

confidence: 99%

INVESTIGATION OF THE EFFECT OF NeuROPLAY METHOD ON DEVELOPMENTAL PROCESSES OF CHILDREN WITH AUTISM SPECTRUM DISORDERS AND PARENTAL INTERACTIONS

Ekici¹,

Bıçakçı²,

Dursun³

et al. 2019

pijss

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This study was conducted to examine the effect of neuroPLAY on the developmental processes and parental interactions of children with autism spectrum disorder. A mixed method was used in the study. In the quantitative dimension of the study, 41 children with an autism spectrum disorder age 18-42 months, and in the qualitative dimension five children and their parents with autism spectrum disorder were included. The qualitative dimension of the study was used and the observation method was carried out in the institutional environment through individual participant and unattended and video recordings in the home environment. Observation was conducted both to determine the developmental process of the child and the parental interaction and to monitor the process of applying the parent/caregiver's neuroPLAYy method. In the quantitative dimension, experimental design is used. The experimental training period lasted at least 3 months as neuroPLAY. Prior to the start of the experimental training period, five days of training were given to parents and caregivers, and the experts provided feedback on the parent/caregiver through the process of observation. The results of the research show that neuroPLAY has positive effects on developmental processes and parental interactions of children with autism spectrum disorder.

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“…These include lack of knowledge about rights and support services as well as lack of self-advocacy skills , among other reasons. In addition, these students are less likely than other students with disabilities to participate in transition planning services which facilitate the move to a college setting (Hendrickson et al, 2017). This lack of participation may be because some students lack the social communication skills (American Psychiatric Association, 2013) to navigate college structures, such as self-disclosing with disability support offices (Hendrickson et al, 2017) or interacting and building relationships with faculty.…”

Section: Department Of Education and National Center For Education St...mentioning

confidence: 99%

Strategies for fostering self-determination in students with autism spectrum disorder: a qualitative study of community college faculty and staff

Hudgens¹

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Students with autism spectrum disorder (ASD) are enrolling in college more frequently, yet their graduation rates remain low. One reason posited is lack of self-determination (SD) skills, which help students act on goals. This study investigated how faculty at a community college support students with ASD in developing SD skills. The study used Garrison-Wade and Lehmann's (2009) framework for students' with disabilities transition to community college to evaluate data regarding how faculty accomplish this goal and how they communicate with DS staff. The study used basic qualitative methods, specifically semi-structured interviews with 23 faculty, five DS staff, and two education site directors. Findings include that faculty use a variety of strategies to communicate with students, yet faculty feel tension between helping students regulate behaviors and allowing autonomy. All three groups of participants indicate that rapport with and trust for each other are important, but when these qualities are absent, some faculty find help through informal supports. All groups of participants indicate that while accommodation letters are a good starting place to support students with ASD, they provide little help on how to reinforce SD skills. Ultimately, accommodations are supplemented by faculty opting to work with students beyond the letter.

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Perceptions of Students with Autism and Their Parents: The College Experience

Cited by 15 publications

References 32 publications

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

A Review of the Benefits and Barriers to Postsecondary Education for Students With Intellectual and Developmental Disabilities

INVESTIGATION OF THE EFFECT OF NeuROPLAY METHOD ON DEVELOPMENTAL PROCESSES OF CHILDREN WITH AUTISM SPECTRUM DISORDERS AND PARENTAL INTERACTIONS

Strategies for fostering self-determination in students with autism spectrum disorder: a qualitative study of community college faculty and staff

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