Disability Identification and Self-Efficacy among College Students on the Autism Spectrum / Paul T. SHATTUCK in Autism Research and Treatment, (February 2014)  

Public ISBD [article]  inAutism Research and Treatment > (February 2014) . - 7 p. Titre : Disability Identification and Self-Efficacy among College Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Paul T. SHATTUCK, Auteur ; Jessica STEINBERG, Auteur ; Jennifer W. YU, Auteur ; Xin WEI, Auteur ; Benjamin P. COOPER, Auteur ; Lynn NEWMAN, Auteur ; Anne M. ROUX, Auteur Année de publication : 2014 Article en page(s) : 7 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1155/2014/924182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Disability Identification and Self-Efficacy among College Students on the Autism Spectrum [Texte imprimé et/ou numérique] / Paul T. SHATTUCK, Auteur ; Jessica STEINBERG, Auteur ; Jennifer W. YU, Auteur ; Xin WEI, Auteur ; Benjamin P. COOPER, Auteur ; Lynn NEWMAN, Auteur ; Anne M. ROUX, Auteur . - 2014 . - 7 p. Langues : Anglais (eng) in Autism Research and Treatment > (February 2014) . - 7 p. Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1155/2014/924182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder / Xin WEI in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.83-92 Titre : High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Jose BLACKORBY, Auteur Article en page(s) : p.83-92 Langues : Anglais (eng) Mots-clés : autism spectrum disorder, postsecondary major, college, science, technology, engineering, and mathematics (STEM), high school coursework, standardized test scores Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357615588489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Jose BLACKORBY, Auteur . - p.83-92. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.83-92 Mots-clés : autism spectrum disorder, postsecondary major, college, science, technology, engineering, and mathematics (STEM), high school coursework, standardized test scores Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357615588489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers / Xin WEI in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2518-2529 Titre : Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Susu ZHANG, Auteur ; Jihong ZHANG, Auteur ; Jennifer YU, Auteur Article en page(s) : p.2518-2529 Mots-clés : autism  enjoyment  interest  math performance  persistence  time  visuospatial skills  word problems Index. décimale : PER Périodiques Résumé : For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence. En ligne : http://dx.doi.org/10.1177/13623613231168241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Mathematics performance, response time, and enjoyment of eighth-grade autistic students and their general education peers [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Susu ZHANG, Auteur ; Jihong ZHANG, Auteur ; Jennifer YU, Auteur . - p.2518-2529. in Autism > 27-8 (November 2023) . - p.2518-2529 Mots-clés : autism  enjoyment  interest  math performance  persistence  time  visuospatial skills  word problems Index. décimale : PER Périodiques Résumé : For autistic students receiving special education services, little is known about their relative strengths, weaknesses, and enjoyment across different math content areas; their overall math interest and persistence are also not well-studied. Using the 2017 eighth-grade National Assessment of Education Progress data, this study finds, relative to general education peers with the same math proficiency level, autistic students scored higher and exhibited faster speed in solving visuospatial problems (e.g. identifying figures), but scored lower on math word problems with complex language or social context. Autistic students reported a higher level of enjoyment in solving math problems related to finding areas of shapes or figures but a lower level of persistence than their non-autistic, general education peers. Our work points out the need to help autistic students overcome their weaknesses in word problems and develop their mathematical persistence. En ligne : http://dx.doi.org/10.1177/13623613231168241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder / Xin WEI in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1159-1167 Titre : Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Elizabeth R. A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Jose BLACKORBY, Auteur ; Paul SHATTUCK, Auteur ; Lynn A. NEWMAN, Auteur Année de publication : 2014 Article en page(s) : p.1159-1167 Langues : Anglais (eng) Mots-clés : Autism  2-Year community colleges  4-Year universities  College pathway  College persistence  Science, technology, engineering and mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little is known about postsecondary pathways and persistence among college students with an autism spectrum disorder (ASD). This study analyzed data from the National Longitudinal Transition Study-2, 2001–2009, a nationally representative sample of students in special education with an ASD who progressed from high school to postsecondary education. Findings suggest that most college students with an ASD enrolled in a 2-year community college at some point in the postsecondary careers (81 %). Those in science, technology, engineering and mathematics (STEM) fields were more likely to persist in a 2-year community college and were twice as likely to transfer from a 2-year community college to a 4-year university than their peers in the non-STEM fields. College persistence rates varied by gender, race, parent education level, and college pathway and major. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1978-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Postsecondary Pathways and Persistence for STEM Versus Non-STEM Majors: Among College Students with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Elizabeth R. A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Jose BLACKORBY, Auteur ; Paul SHATTUCK, Auteur ; Lynn A. NEWMAN, Auteur . - 2014 . - p.1159-1167. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1159-1167 Mots-clés : Autism  2-Year community colleges  4-Year universities  College pathway  College persistence  Science, technology, engineering and mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little is known about postsecondary pathways and persistence among college students with an autism spectrum disorder (ASD). This study analyzed data from the National Longitudinal Transition Study-2, 2001–2009, a nationally representative sample of students in special education with an ASD who progressed from high school to postsecondary education. Findings suggest that most college students with an ASD enrolled in a 2-year community college at some point in the postsecondary careers (81 %). Those in science, technology, engineering and mathematics (STEM) fields were more likely to persist in a 2-year community college and were twice as likely to transfer from a 2-year community college to a 4-year university than their peers in the non-STEM fields. College persistence rates varied by gender, race, parent education level, and college pathway and major. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1978-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder / Xin WEI in Autism, 19-2 (February 2015)  

Public ISBD [article]  inAutism > 19-2 (February 2015) . - p.200-210 Titre : Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Mary WAGNER, Auteur ; Donna SPIKER, Auteur Article en page(s) : p.200-210 Langues : Anglais (eng) Mots-clés : academic achievement  autism  cluster analysis  conversation ability  functional skills  health  Hierarchical Linear Modeling  social skills Index. décimale : PER Périodiques Résumé : This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter–word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. En ligne : http://dx.doi.org/10.1177/1362361313516549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Elizabeth R.A. CHRISTIANO, Auteur ; Jennifer W YU, Auteur ; Mary WAGNER, Auteur ; Donna SPIKER, Auteur . - p.200-210. Langues : Anglais (eng) in Autism > 19-2 (February 2015) . - p.200-210 Mots-clés : academic achievement  autism  cluster analysis  conversation ability  functional skills  health  Hierarchical Linear Modeling  social skills Index. décimale : PER Périodiques Résumé : This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter–word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group. En ligne : http://dx.doi.org/10.1177/1362361313516549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder / Xin WEI in Journal of Autism and Developmental Disorders, 43-7 (July 2013)  

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