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Autism Goes to College: Understanding the Needs of a Student Population on the Rise / R. ELIAS in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
[article]
Titre : Autism Goes to College: Understanding the Needs of a Student Population on the Rise Type de document : Texte imprimé et/ou numérique Auteurs : R. ELIAS, Auteur ; Susan W. WHITE, Auteur Année de publication : 2018 Article en page(s) : p.732-746 Langues : Anglais (eng) Mots-clés : Autism Emerging adult Postsecondary Transition Index. décimale : PER Périodiques Résumé : Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports. En ligne : https://doi.org/10.1007/s10803-017-3075-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.732-746[article] Autism Goes to College: Understanding the Needs of a Student Population on the Rise [Texte imprimé et/ou numérique] / R. ELIAS, Auteur ; Susan W. WHITE, Auteur . - 2018 . - p.732-746.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.732-746
Mots-clés : Autism Emerging adult Postsecondary Transition Index. décimale : PER Périodiques Résumé : Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports. En ligne : https://doi.org/10.1007/s10803-017-3075-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 Educator perspectives on the postsecondary transition difficulties of students with autism / R. ELIAS in Autism, 23-1 (January 2019)
[article]
Titre : Educator perspectives on the postsecondary transition difficulties of students with autism Type de document : Texte imprimé et/ou numérique Auteurs : R. ELIAS, Auteur ; A. E. MUSKETT, Auteur ; Susan W. WHITE, Auteur Article en page(s) : p.260-264 Langues : Anglais (eng) Mots-clés : autism education emerging adult postsecondary transition young adult spectrum needs Psychology Index. décimale : PER Périodiques Résumé : Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner. En ligne : http://dx.doi.org/10.1177/1362361317726246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.260-264[article] Educator perspectives on the postsecondary transition difficulties of students with autism [Texte imprimé et/ou numérique] / R. ELIAS, Auteur ; A. E. MUSKETT, Auteur ; Susan W. WHITE, Auteur . - p.260-264.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.260-264
Mots-clés : autism education emerging adult postsecondary transition young adult spectrum needs Psychology Index. décimale : PER Périodiques Résumé : Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner. En ligne : http://dx.doi.org/10.1177/1362361317726246 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379