Brief Report: Autism Awareness: Views from a Campus Community / Leigh Ann TIPTON in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.477-483 Titre : Brief Report: Autism Awareness: Views from a Campus Community Type de document : Texte imprimé et/ou numérique Auteurs : Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.477-483 Langues : Anglais (eng) Mots-clés : College  Community awareness  Attitudes Index. décimale : PER Périodiques Résumé : This paper reports on a college community’s views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-013-1893-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Brief Report: Autism Awareness: Views from a Campus Community [Texte imprimé et/ou numérique] / Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur . - p.477-483. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.477-483 Mots-clés : College  Community awareness  Attitudes Index. décimale : PER Périodiques Résumé : This paper reports on a college community’s views of the diagnostic characteristics and causes associated with autism spectrum disorders. An anonymous on-line survey of autism knowledge was distributed via campus server university-wide to all undergraduates, graduate students, faculty, and staff. Of the 1,057 surveys completed, 76 % of respondents had more correct answers than neutral and incorrect ones. Respondents who reported that they or someone in their immediate family had autism had significantly more correct responses than other respondents. Demographic variables of respondent sex, age, education, and role at the university independently accounted for significant, though modest, variance in autism knowledge. More accurate and widespread dissemination of information about autism may facilitate a smoother transition for college students who are on the spectrum. En ligne : http://dx.doi.org/10.1007/s10803-013-1893-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College / Sasha M. ZEEDYK in Focus on Autism and Other Developmental Disabilities, 31-1 (March 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.37-48 Titre : Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College Type de document : Texte imprimé et/ou numérique Auteurs : Sasha M. ZEEDYK, Auteur ; Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.37-48 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  college  transition  education  postsecondary Index. décimale : PER Périodiques Résumé : This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing important issues for college-bound young adults with ASD. These include living supports, practical skills, social supports, and educational accommodations. Furthermore, the role of educational and faculty supports is emphasized, as this is an area that has received little research attention. En ligne : http://dx.doi.org/10.1177/1088357614525435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Educational Supports for High Functioning Youth With ASD: The Postsecondary Pathway to College [Texte imprimé et/ou numérique] / Sasha M. ZEEDYK, Auteur ; Leigh Ann TIPTON, Auteur ; Jan BLACHER, Auteur . - p.37-48. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-1 (March 2016) . - p.37-48 Mots-clés : autism spectrum disorder  college  transition  education  postsecondary Index. décimale : PER Périodiques Résumé : This article provides direction for educational decision making specifically for individuals with autism spectrum disorder (ASD), who have the cognitive and adaptive capabilities required to pursue postsecondary college education. The purpose is to draw attention to the available postsecondary pathways, 2- and 4-year college options, by addressing important issues for college-bound young adults with ASD. These include living supports, practical skills, social supports, and educational accommodations. Furthermore, the role of educational and faculty supports is emphasized, as this is an area that has received little research attention. En ligne : http://dx.doi.org/10.1177/1088357614525435 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

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