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

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