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Détail de l'auteur
Auteur P. T. SHATTUCK |
Documents disponibles écrits par cet auteur (2)
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Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences / A. M. ROUX in Autism Research and Treatment, 2015 (2015)
[article]
Titre : Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences Type de document : Texte imprimé et/ou numérique Auteurs : A. M. ROUX, Auteur ; P. T. SHATTUCK, Auteur ; J. E. RAST, Auteur ; J. A. RAVA, Auteur ; A. D. EDWARDS, Auteur ; X. WEI, Auteur ; M. MCCRACKEN, Auteur ; J. W. YU, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates. En ligne : http://dx.doi.org/10.1155/2015/391693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332
in Autism Research and Treatment > 2015 (2015)[article] Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences [Texte imprimé et/ou numérique] / A. M. ROUX, Auteur ; P. T. SHATTUCK, Auteur ; J. E. RAST, Auteur ; J. A. RAVA, Auteur ; A. D. EDWARDS, Auteur ; X. WEI, Auteur ; M. MCCRACKEN, Auteur ; J. W. YU, Auteur.
Langues : Anglais (eng)
in Autism Research and Treatment > 2015 (2015)
Index. décimale : PER Périodiques Résumé : Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates. En ligne : http://dx.doi.org/10.1155/2015/391693 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 Health Needs and College Readiness in Autistic Students: The Freshman Survey Results / P. FERNANDES in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
[article]
Titre : Health Needs and College Readiness in Autistic Students: The Freshman Survey Results Type de document : Texte imprimé et/ou numérique Auteurs : P. FERNANDES, Auteur ; M. HALEY, Auteur ; K. EAGAN, Auteur ; P. T. SHATTUCK, Auteur ; A. A. KUO, Auteur Article en page(s) : p.3506-3513 Langues : Anglais (eng) Mots-clés : Achievement Adult Autism Spectrum Disorder Autistic Disorder Humans Students United States Universities Young Adult Autism College Health Index. décimale : PER Périodiques Résumé : With an increase in the diagnosis of autism spectrum disorder in the United States, many of whom have higher intellectual ability, there is a predicted increase in the number of college-bound students. Affected young adults face a "Services Cliff" as they transition into adulthood. Our study examined a nationally represented sample of freshman students and found that academic achievements in autistic students are comparable to their peers when they first enter college. The students however have more mental health and physical health problems compared to their non-autistic peers. Poor health maybe a major contributing factor to the lower graduation rates among autistic students. College-bound autistic students may continue to require services through college for them to be successful and graduate. En ligne : http://dx.doi.org/10.1007/s10803-020-04814-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3506-3513[article] Health Needs and College Readiness in Autistic Students: The Freshman Survey Results [Texte imprimé et/ou numérique] / P. FERNANDES, Auteur ; M. HALEY, Auteur ; K. EAGAN, Auteur ; P. T. SHATTUCK, Auteur ; A. A. KUO, Auteur . - p.3506-3513.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3506-3513
Mots-clés : Achievement Adult Autism Spectrum Disorder Autistic Disorder Humans Students United States Universities Young Adult Autism College Health Index. décimale : PER Périodiques Résumé : With an increase in the diagnosis of autism spectrum disorder in the United States, many of whom have higher intellectual ability, there is a predicted increase in the number of college-bound students. Affected young adults face a "Services Cliff" as they transition into adulthood. Our study examined a nationally represented sample of freshman students and found that academic achievements in autistic students are comparable to their peers when they first enter college. The students however have more mental health and physical health problems compared to their non-autistic peers. Poor health maybe a major contributing factor to the lower graduation rates among autistic students. College-bound autistic students may continue to require services through college for them to be successful and graduate. En ligne : http://dx.doi.org/10.1007/s10803-020-04814-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453