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

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1539-1546 Titre : Science, Technology, Engineering, and Mathematics (STEM) Participation Among College 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 ; Mary MCCRACKEN, Auteur ; Jose BLACKORBY, Auteur Année de publication : 2013 Article en page(s) : p.1539-1546 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Postsecondary enrollment  College major  Young adult  Science, Technology, Engineering and Mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1700-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Mary MCCRACKEN, Auteur ; Jose BLACKORBY, Auteur . - 2013 . - p.1539-1546. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1539-1546 Mots-clés : Autism spectrum disorder  Postsecondary enrollment  College major  Young adult  Science, Technology, Engineering and Mathematics (STEM) Index. décimale : PER Périodiques Résumé : Little research has examined the popular belief that individuals with an autism spectrum disorder (ASD) are more likely than the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. This study analyzed data from the National Longitudinal Transition Study-2, a nationally representative sample of students with an ASD in special education. Findings suggest that students with an ASD had the highest STEM participation rates although their college enrollment rate was the third lowest among 11 disability categories and students in the general population. Disproportionate postsecondary enrollment and STEM participation by gender, family income, and mental functioning skills were found for young adults with an ASD. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1700-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

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