[article]
| Titre : |
Supporting university students with autism spectrum disorder |
| Type de document : |
texte imprimé |
| Auteurs : |
Ashleigh HILLIER, Auteur ; Jody GOLDSTEIN, Auteur ; Deirdra MURPHY, Auteur ; Rhoda TRIETSCH, Auteur ; Jacqueline KEEVES, Auteur ; Eva MENDES, Auteur ; Alexa QUEENAN, Auteur |
| Article en page(s) : |
p.20-28 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
adults,autism spectrum disorders,education services,interventions—psychosocial/behavioral,qualitative research |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum disorder in improving psychological and functional outcomes. A curriculum guided the weekly discussions and consisted of topics such as time and stress management, managing group work, and social communication. Efficacy was assessed through pre- and post self-report measures focused on self-esteem, loneliness, anxiety, and depression. Functional changes in academic and social skills were examined through qualitative analysis of focus groups. Findings from the self-report measures indicated significant reductions in feelings of loneliness and general anxiety, and a significant increase in self-esteem at the end of the program compared to the beginning. Five prominent themes were identified in the focus-group analysis and reflected how the program had positively impacted participants’ skills and coping: executive functioning; goal setting; academics and resources; stress and anxiety; and social. Given the cost effectiveness of “in-house” interventions and the potential for improving academic outcomes and retention of students with autism spectrum disorder, further research examining similar program models is warranted. |
| En ligne : |
https://doi.org/10.1177/1362361317699584 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 |
in Autism > 22-1 (January 2018) . - p.20-28
[article] Supporting university students with autism spectrum disorder [texte imprimé] / Ashleigh HILLIER, Auteur ; Jody GOLDSTEIN, Auteur ; Deirdra MURPHY, Auteur ; Rhoda TRIETSCH, Auteur ; Jacqueline KEEVES, Auteur ; Eva MENDES, Auteur ; Alexa QUEENAN, Auteur . - p.20-28. Langues : Anglais ( eng) in Autism > 22-1 (January 2018) . - p.20-28
| Mots-clés : |
adults,autism spectrum disorders,education services,interventions—psychosocial/behavioral,qualitative research |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum disorder in improving psychological and functional outcomes. A curriculum guided the weekly discussions and consisted of topics such as time and stress management, managing group work, and social communication. Efficacy was assessed through pre- and post self-report measures focused on self-esteem, loneliness, anxiety, and depression. Functional changes in academic and social skills were examined through qualitative analysis of focus groups. Findings from the self-report measures indicated significant reductions in feelings of loneliness and general anxiety, and a significant increase in self-esteem at the end of the program compared to the beginning. Five prominent themes were identified in the focus-group analysis and reflected how the program had positively impacted participants’ skills and coping: executive functioning; goal setting; academics and resources; stress and anxiety; and social. Given the cost effectiveness of “in-house” interventions and the potential for improving academic outcomes and retention of students with autism spectrum disorder, further research examining similar program models is warranted. |
| En ligne : |
https://doi.org/10.1177/1362361317699584 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334 |
|  |
Supporting university students with autism spectrum disorder in Autism, 22-1 (January 2018)
