Background and enrollment characteristics of students with autism in higher education / Theo BAKKER in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101424 Titre : Background and enrollment characteristics of students with autism in higher education Type de document : texte imprimé Auteurs : Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.101424 Langues : Anglais (eng) Mots-clés : Autism  Participation in post-secondary education  Higher education  University  Enrollment Index. décimale : PER Périodiques Résumé : Background The number of students with Autism Spectrum Disorder (ASD) entering Universities is growing. Recent studies show an increased understanding of students with ASD in higher education. Yet, current research generally relies on small samples, lacks information about student characteristics prior to enrollment, and does not compare students with ASD to other students. Method Background and enrollment characteristics of students with ASD (n = 97) were compared to students with other disabilities (OD; n = 2252) and students with no recorded disabilities (ND; n = 24,794) based on administrative data of first-year bachelor enrollments (n = 27,143). Results From 2010 to 2016 the proportion of students with ASD significantly increased from 0.20% to 0.45%. The characteristics of ASD students at enrollment were similar to other students, but it took ASD students more time to reach higher education compared to ND students, and they were at heightened risk of comorbidity compared to OD students. No difficulties were found with participation in preparatory activities, and goal setting. Conclusions These quantitative insights are a valuable addition to the more qualitative evidence so far. For parents of children with ASD and individuals with ASD, these findings could help to adjust lower expectations. As this kind of administrative data is available to most institutions in higher education in day-to-day information systems, this study is promising for institutions to gain better insights in the enrollment of their students with ASD, and improve transition support. En ligne : https://doi.org/10.1016/j.rasd.2019.101424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Background and enrollment characteristics of students with autism in higher education [texte imprimé] / Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Sander BEGEER, Auteur . - p.101424. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101424 Mots-clés : Autism  Participation in post-secondary education  Higher education  University  Enrollment Index. décimale : PER Périodiques Résumé : Background The number of students with Autism Spectrum Disorder (ASD) entering Universities is growing. Recent studies show an increased understanding of students with ASD in higher education. Yet, current research generally relies on small samples, lacks information about student characteristics prior to enrollment, and does not compare students with ASD to other students. Method Background and enrollment characteristics of students with ASD (n = 97) were compared to students with other disabilities (OD; n = 2252) and students with no recorded disabilities (ND; n = 24,794) based on administrative data of first-year bachelor enrollments (n = 27,143). Results From 2010 to 2016 the proportion of students with ASD significantly increased from 0.20% to 0.45%. The characteristics of ASD students at enrollment were similar to other students, but it took ASD students more time to reach higher education compared to ND students, and they were at heightened risk of comorbidity compared to OD students. No difficulties were found with participation in preparatory activities, and goal setting. Conclusions These quantitative insights are a valuable addition to the more qualitative evidence so far. For parents of children with ASD and individuals with ASD, these findings could help to adjust lower expectations. As this kind of administrative data is available to most institutions in higher education in day-to-day information systems, this study is promising for institutions to gain better insights in the enrollment of their students with ASD, and improve transition support. En ligne : https://doi.org/10.1016/j.rasd.2019.101424 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Brief Report: Gender Identity Differences in Autistic Adults: Associations with Perceptual and Socio-cognitive Profiles / Reubs J. WALSH in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4070-4078 Titre : Brief Report: Gender Identity Differences in Autistic Adults: Associations with Perceptual and Socio-cognitive Profiles Type de document : texte imprimé Auteurs : Reubs J. WALSH, Auteur ; Lydia KRABBENDAM, Auteur ; Jeroen DEWINTER, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.4070-4078 Langues : Anglais (eng) Mots-clés : Autism  Bayesian cognition  Gender dysphoria  Gender identity  Perception  Transgender Index. décimale : PER Périodiques Résumé : Prior research has shown an elevation in autism traits and diagnoses in individuals seen for gender related consultation and in participants self-identifying as transgender. To investigate this relationship between autism and gender identity from a new angle, we compared the self-reported autism traits and sensory differences between participants with autism who did or did not identify with their assigned sex (i.e. cisgender or trans and non-binary, respectively). We found broad elevation of most cognitive autism traits in the trans and non-binary group (those who identified with a gender other than their assigned gender), and lower visual and auditory hypersensitivity. We contrast these data to existing hypotheses and propose a role for autistic resistance to social conditioning. En ligne : http://dx.doi.org/10.1007/s10803-018-3702-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Brief Report: Gender Identity Differences in Autistic Adults: Associations with Perceptual and Socio-cognitive Profiles [texte imprimé] / Reubs J. WALSH, Auteur ; Lydia KRABBENDAM, Auteur ; Jeroen DEWINTER, Auteur ; Sander BEGEER, Auteur . - p.4070-4078. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4070-4078 Mots-clés : Autism  Bayesian cognition  Gender dysphoria  Gender identity  Perception  Transgender Index. décimale : PER Périodiques Résumé : Prior research has shown an elevation in autism traits and diagnoses in individuals seen for gender related consultation and in participants self-identifying as transgender. To investigate this relationship between autism and gender identity from a new angle, we compared the self-reported autism traits and sensory differences between participants with autism who did or did not identify with their assigned sex (i.e. cisgender or trans and non-binary, respectively). We found broad elevation of most cognitive autism traits in the trans and non-binary group (those who identified with a gender other than their assigned gender), and lower visual and auditory hypersensitivity. We contrast these data to existing hypotheses and propose a role for autistic resistance to social conditioning. En ligne : http://dx.doi.org/10.1007/s10803-018-3702-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Elementary school children's associations of antisocial behaviour with risk-taking across 7-11 years / Jacintha M. TIESKENS in Journal of Child Psychology and Psychiatry, 59-10 (October 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-10 (October 2018) . - p.1052-1060 Titre : Elementary school children's associations of antisocial behaviour with risk-taking across 7-11 years Type de document : texte imprimé Auteurs : Jacintha M. TIESKENS, Auteur ; Joanne Marieke BUIL, Auteur ; Susanne KOOT, Auteur ; Lydia KRABBENDAM, Auteur ; Pol A.C. VAN LIER, Auteur Article en page(s) : p.1052-1060 Langues : Anglais (eng) Mots-clés : Aggression children covert antisocial behaviour oppositional defiant behaviour risk-taking Index. décimale : PER Périodiques Résumé : BACKGROUND: The impact of childhood antisocial behaviour on future maladaptation has been acknowledged. Risk-taking has been associated with antisocial behaviour in adolescents and adults, but its association with childhood antisocial behaviour is understudied. In this study, we explored the association of children's risk-taking with antisocial behaviour in mainstream elementary schoolchildren studied longitudinally across 7-11 years. METHODS: One thousand and eighty-six children (51% boys) were assessed in three annual waves. Antisocial behaviours (aggressive, covert antisocial and oppositional defiant behaviour) were assessed using teacher- and peer-reports. Risk-taking was measured using the Balloon Analogue Risk Task (BART). The association of antisocial behaviour with risk-taking was analysed using parallel growth models. RESULTS: Children with higher levels of risk-taking at age 7 showed increased growth in peer-reported aggression from age 7 to 11. Risk-taking, that is increased levels at age 7 in boys and increased growth in girls, predicted increased growth in peer-reported oppositional defiant behaviour. Associations of risk-taking with teacher-reported aggression and covert antisocial behaviour were at trend level. CONCLUSIONS: Results indicated that already in childhood, among typically developing children, risk-taking is associated with the development of antisocial behaviour. Future research focused on antisocial behaviour, but also school mental health workers and clinicians should take into account that already in childhood, risk-taking might affect antisocial behaviour development. En ligne : http://dx.doi.org/10.1111/jcpp.12943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Elementary school children's associations of antisocial behaviour with risk-taking across 7-11 years [texte imprimé] / Jacintha M. TIESKENS, Auteur ; Joanne Marieke BUIL, Auteur ; Susanne KOOT, Auteur ; Lydia KRABBENDAM, Auteur ; Pol A.C. VAN LIER, Auteur . - p.1052-1060. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-10 (October 2018) . - p.1052-1060 Mots-clés : Aggression children covert antisocial behaviour oppositional defiant behaviour risk-taking Index. décimale : PER Périodiques Résumé : BACKGROUND: The impact of childhood antisocial behaviour on future maladaptation has been acknowledged. Risk-taking has been associated with antisocial behaviour in adolescents and adults, but its association with childhood antisocial behaviour is understudied. In this study, we explored the association of children's risk-taking with antisocial behaviour in mainstream elementary schoolchildren studied longitudinally across 7-11 years. METHODS: One thousand and eighty-six children (51% boys) were assessed in three annual waves. Antisocial behaviours (aggressive, covert antisocial and oppositional defiant behaviour) were assessed using teacher- and peer-reports. Risk-taking was measured using the Balloon Analogue Risk Task (BART). The association of antisocial behaviour with risk-taking was analysed using parallel growth models. RESULTS: Children with higher levels of risk-taking at age 7 showed increased growth in peer-reported aggression from age 7 to 11. Risk-taking, that is increased levels at age 7 in boys and increased growth in girls, predicted increased growth in peer-reported oppositional defiant behaviour. Associations of risk-taking with teacher-reported aggression and covert antisocial behaviour were at trend level. CONCLUSIONS: Results indicated that already in childhood, among typically developing children, risk-taking is associated with the development of antisocial behaviour. Future research focused on antisocial behaviour, but also school mental health workers and clinicians should take into account that already in childhood, risk-taking might affect antisocial behaviour development. En ligne : http://dx.doi.org/10.1111/jcpp.12943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Predicting academic success of autistic students in higher education / Theo BAKKER in Autism, 27-6 (August 2023)  

Public ISBD [article]  inAutism > 27-6 (August 2023) . - p.1803-1816 Titre : Predicting academic success of autistic students in higher education Type de document : texte imprimé Auteurs : Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.1803-1816 Langues : Anglais (eng) Mots-clés : academic achievement;autism;higher education;predictive modeling;propensity score weighting;student retention Index. décimale : PER Périodiques Résumé : Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students' academic success was predictable, and these predictions were more accurate than predictions of their peers' success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students' studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.Laymen SummaryWhat is already known about the topic?Autistic youths increasingly enter universities. We know from existing research that autistic students are at risk of dropping out or studying delays. Using machine learning and historical information of students, researchers can predict the academic success of bachelor students. However, we know little about what kind of information can predict whether autistic students will succeed in their studies and how accurate these predictions will be.What does this article add?In this research, we developed predictive models for the academic success of 101 autistic bachelor students. We compared these models to 2,465 students with other health conditions and 25,077 students without health conditions. The research showed that the academic success of autistic students was predictable. Moreover, these predictions were more precise than predictions of the success of students without autism.For the success of the first bachelor year, concerns with aptitude and study choice were the most important predictors. Participation in pre-education and delays at the beginning of autistic students' studies were the most influential predictors for second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance in high school was the strongest predictor for degree completion in 3 years.Implications for practice, research, or policyThese insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students. En ligne : http://dx.doi.org/10.1177/13623613221146439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Predicting academic success of autistic students in higher education [texte imprimé] / Theo BAKKER, Auteur ; Lydia KRABBENDAM, Auteur ; Sandjai BHULAI, Auteur ; Martijn MEETER, Auteur ; Sander BEGEER, Auteur . - p.1803-1816. Langues : Anglais (eng) in Autism > 27-6 (August 2023) . - p.1803-1816 Mots-clés : academic achievement;autism;higher education;predictive modeling;propensity score weighting;student retention Index. décimale : PER Périodiques Résumé : Individuals with autism increasingly enroll in universities, but little is known about predictors for their success. This study developed predictive models for the academic success of autistic bachelor students (N=101) in comparison to students with other health conditions (N=2465) and students with no health conditions (N=25,077). We applied propensity score weighting to balance outcomes. The research showed that autistic students' academic success was predictable, and these predictions were more accurate than predictions of their peers' success. For first-year success, study choice issues were the most important predictors (parallel program and application timing). Issues with participation in pre-education (missingness of grades in pre-educational records) and delays at the beginning of autistic students' studies (reflected in age) were the most influential predictors for the second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance (average grades) was the strongest predictor for degree completion in 3 years. These insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.Laymen SummaryWhat is already known about the topic?Autistic youths increasingly enter universities. We know from existing research that autistic students are at risk of dropping out or studying delays. Using machine learning and historical information of students, researchers can predict the academic success of bachelor students. However, we know little about what kind of information can predict whether autistic students will succeed in their studies and how accurate these predictions will be.What does this article add?In this research, we developed predictive models for the academic success of 101 autistic bachelor students. We compared these models to 2,465 students with other health conditions and 25,077 students without health conditions. The research showed that the academic success of autistic students was predictable. Moreover, these predictions were more precise than predictions of the success of students without autism.For the success of the first bachelor year, concerns with aptitude and study choice were the most important predictors. Participation in pre-education and delays at the beginning of autistic students' studies were the most influential predictors for second-year success and delays in the second and final year of their bachelor?s program. In addition, academic performance in high school was the strongest predictor for degree completion in 3 years.Implications for practice, research, or policyThese insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students. En ligne : http://dx.doi.org/10.1177/13623613221146439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

The importance of home: Satisfaction with accommodation, neighborhood, and life in adults with autism / Anke M. SCHEEREN in Autism Research, 15-3 (March 2022)  

Public ISBD [article]  inAutism Research > 15-3 (March 2022) . - p.519-530 Titre : The importance of home: Satisfaction with accommodation, neighborhood, and life in adults with autism Type de document : texte imprimé Auteurs : Anke M. SCHEEREN, Auteur ; Patricia HOWLIN, Auteur ; Meike BARTELS, Auteur ; Lydia KRABBENDAM, Auteur ; Sander BEGEER, Auteur Article en page(s) : p.519-530 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Although good quality housing and a socially cohesive neighborhood are associated with a higher well-being in the general population, housing is a rarely studied topic in autism research. In the present study, we describe the housing situation of a large sample of adults with autism and mostly (above) average intellectual abilities (n = 1429; 17 to 84 years), and examine predictors of independent living, accommodation satisfaction, neighborhood satisfaction, and satisfaction with life based on an online survey. The outcomes of independently living adults were compared with those from a Dutch community sample (n = 929). Nearly 80% of the autistic adults lived independently. Older participants, women, and those with higher self-reported IQ's were more likely to live independently. Autistic adults living independently were equally satisfied with their accommodation and neighborhood as the comparison group, but were less satisfied with their life in general. In both groups, higher satisfaction with accommodation and neighborhood was associated with higher life satisfaction. We advocate further research to better understand and anticipate the housing needs of the growing group of adults with autism. Lay Summary The living situation of autistic adults has rarely been studied. We found that 79% of autistic adults with mostly (above) average intellectual abilities lived independently. Women, older adults, and those with higher IQ's were more likely to live independently. They were equally pleased with their house and neighborhood as adults from a Dutch community sample, but autistic adults were less satisfied with their life in general. En ligne : https://doi.org/10.1002/aur.2653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] The importance of home: Satisfaction with accommodation, neighborhood, and life in adults with autism [texte imprimé] / Anke M. SCHEEREN, Auteur ; Patricia HOWLIN, Auteur ; Meike BARTELS, Auteur ; Lydia KRABBENDAM, Auteur ; Sander BEGEER, Auteur . - p.519-530. Langues : Anglais (eng) in Autism Research > 15-3 (March 2022) . - p.519-530 Index. décimale : PER Périodiques Résumé : Abstract Although good quality housing and a socially cohesive neighborhood are associated with a higher well-being in the general population, housing is a rarely studied topic in autism research. In the present study, we describe the housing situation of a large sample of adults with autism and mostly (above) average intellectual abilities (n = 1429; 17 to 84 years), and examine predictors of independent living, accommodation satisfaction, neighborhood satisfaction, and satisfaction with life based on an online survey. The outcomes of independently living adults were compared with those from a Dutch community sample (n = 929). Nearly 80% of the autistic adults lived independently. Older participants, women, and those with higher self-reported IQ's were more likely to live independently. Autistic adults living independently were equally satisfied with their accommodation and neighborhood as the comparison group, but were less satisfied with their life in general. In both groups, higher satisfaction with accommodation and neighborhood was associated with higher life satisfaction. We advocate further research to better understand and anticipate the housing needs of the growing group of adults with autism. Lay Summary The living situation of autistic adults has rarely been studied. We found that 79% of autistic adults with mostly (above) average intellectual abilities lived independently. Women, older adults, and those with higher IQ's were more likely to live independently. They were equally pleased with their house and neighborhood as adults from a Dutch community sample, but autistic adults were less satisfied with their life in general. En ligne : https://doi.org/10.1002/aur.2653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

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