Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel

Dymond, Stacy K.; Meadan, Hedda; Pickens, Julie

doi:10.1007/s10882-017-9558-9

Cited by 27 publications

(50 citation statements)

References 17 publications

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“…The selection of a college major may be clear for this population of students where other students may struggle to find an academic trajectory that fits their interests. College students with ASD are often described as intelligent by both college personnel and their parents (Dymond et al, 2017), with a strong desire to be accurate and the ability to analyze details, which may be helpful in college-level academic pursuits (Gobbo & Shmulsky, 2014). Indeed, one study found college students with more ASD symptomology had higher grade point averages (GPAs) than those with fewer symptoms (White et al, 2011).…”

Section: College Students With Asd: Strengths and Challengesmentioning

confidence: 99%

College-Based Support Programs for Students With Autism

Viezel

Williams

Dotson

2020

Focus Autism Other Dev Disabl

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There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports.

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Section: College Students With Asd: Strengths and Challengesmentioning

confidence: 99%

College-Based Support Programs for Students With Autism

Viezel

Williams

Dotson

2020

Focus Autism Other Dev Disabl

View full text Add to dashboard Cite

show abstract

“…Two studies had evidence of a clearly described decision trail supporting auditability of the studies (Baric et al, 2017;Dymond et al, 2017). Only three studies clearly identified a theoretical perspective within which their studies were framed (Alverson et al, 2015;Baric et al, 2017;Madriaga & Goodley, 2010) and only three studies clearly identified the assumptions and biases of the researcher (Baric et al, 2017;Dymond et al, 2017;Madriaga & Goodley, 2010). The two studies with the lowest quality scores This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Quality Of Study Methodologymentioning

confidence: 99%

Transition to higher education for students with autism: A systematic literature review.

Nuske

Rillotta

Bellon

et al. 2019

Journal of Diversity in Higher Education

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This study is a systematic literature review of the experiences of individuals with autism spectrum disorder (ASD) and their family members in higher education, with a particular focus on transition. Systematic searches were conducted across six databases: Medline, CINAHL, ProQuest, PsycINFO, Scopus, and Informit. Published articles (n ϭ 11) describing the experiences of transition to higher education, from the perspectives of individuals with ASD and their family members, were reviewed. The bioecological theory model was used as a framework for examining the complex interactions between elements at the individual, microsystem, mesosystem, exosystem, macrosystem, and chronosystem levels, and how they impact on the student's experience of transition to higher education. Findings showed that individuals with ASD experience challenges associated with: core and associated characteristics of ASD, self-disclosure and awareness, and mental health and wellbeing. Family members reported significant challenges associated with systemic policies, which impacted on their ability to support their family member with ASD. It is highlighted that an individual and flexible approach to transition support, and increased academic and professional staff awareness and understanding of ASD, are critical to the transition experience of students with ASD in higher education.

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“…In one qualitative study, college students with ASD reported difficulty with daily functional skills (Cullen, 2015). Similarly, semi-structured interviews with parents of college students with ASD and university personnel suggested struggles with independent living skills such as taking medication and getting ready for the day (Dymond et al, 2017).…”

Section: Adaptive Behavior and Asdmentioning

confidence: 99%

Adaptive Behavior of College Students With Autism

Viezel

Freer

Morgan

2021

Focus Autism Other Dev Disabl

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As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of those with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group ( N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those which included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports.

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Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel

Cited by 27 publications

References 17 publications

College-Based Support Programs for Students With Autism

College-Based Support Programs for Students With Autism

Transition to higher education for students with autism: A systematic literature review.

Adaptive Behavior of College Students With Autism

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