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 Auteurs : Paul T. SHATTUCK, Auteur ; Jessica STEINBERG, Auteur ; Jennifer W. YU, Auteur ; Xin WEI, Auteur ; Benjamin P. COOPER, Auteur ; Lynn A. 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] / Paul T. SHATTUCK, Auteur ; Jessica STEINBERG, Auteur ; Jennifer W. YU, Auteur ; Xin WEI, Auteur ; Benjamin P. COOPER, Auteur ; Lynn A. 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

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 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] / 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

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