Comparing narrative writing of autistic and non-autistic College students / Sergey SHEVCHUK-HILL in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3901-3915 Titre : Comparing narrative writing of autistic and non-autistic College students Type de document : Texte imprimé et/ou numérique Auteurs : Sergey SHEVCHUK-HILL, Auteur ; Shana SZCZUPAKIEWICZ, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.3901-3915 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We compared short stories by autistic (n=19) and non-autistic (n=23) university students. We used automated software and content analysis to code students' stories. We found that writings were more similar than different. However, autistic students' stories were rated at a higher reading level (p=.013) than non-autistic students'. Autistic students' stories contained fewer grammatical errors (p = .02) but were less likely to include a climax (p=.026). Autistic students reported more positive writing affect than non-autistic students (p=.026). Higher writing affect was associated with writing highly fictional texts (p=.03) that contained more sentences (p=.005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing. En ligne : https://doi.org/10.1007/s10803-022-05516-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Comparing narrative writing of autistic and non-autistic College students [Texte imprimé et/ou numérique] / Sergey SHEVCHUK-HILL, Auteur ; Shana SZCZUPAKIEWICZ, Auteur ; Bella KOFNER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.3901-3915. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.3901-3915 Index. décimale : PER Périodiques Résumé : We compared short stories by autistic (n=19) and non-autistic (n=23) university students. We used automated software and content analysis to code students' stories. We found that writings were more similar than different. However, autistic students' stories were rated at a higher reading level (p=.013) than non-autistic students'. Autistic students' stories contained fewer grammatical errors (p = .02) but were less likely to include a climax (p=.026). Autistic students reported more positive writing affect than non-autistic students (p=.026). Higher writing affect was associated with writing highly fictional texts (p=.03) that contained more sentences (p=.005). Findings suggest writing may be a strength for autistic students and opportunities to write creatively may promote positive affect toward writing. En ligne : https://doi.org/10.1007/s10803-022-05516-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students / Kristen GILLESPIE-LYNCH in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1898-1912 Titre : Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Emily HOTEZ, Auteur ; Matthew ZAJIC, Auteur ; Ariana RICCIO, Auteur ; Danielle DENIGRIS, Auteur ; Bella KOFNER, Auteur ; Dennis BUBLITZ, Auteur ; Naomi GAGGI, Auteur ; Kavi LUCA, Auteur Article en page(s) : p.1898-1912 Langues : Anglais (eng) Mots-clés : *autism  *autistic  *college  *intelligence  *neurodiversity  *participatory  *university  *writing Index. décimale : PER Périodiques Résumé : We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people's points of view when writing. Autistic people sometimes have difficulties understanding others' points of view. Yet, autistic people often work much harder to understand others' points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed. En ligne : http://dx.doi.org/10.1177/1362361320929453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Comparing the writing skills of autistic and nonautistic university students: A collaboration with autistic university students [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Emily HOTEZ, Auteur ; Matthew ZAJIC, Auteur ; Ariana RICCIO, Auteur ; Danielle DENIGRIS, Auteur ; Bella KOFNER, Auteur ; Dennis BUBLITZ, Auteur ; Naomi GAGGI, Auteur ; Kavi LUCA, Auteur . - p.1898-1912. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1898-1912 Mots-clés : *autism  *autistic  *college  *intelligence  *neurodiversity  *participatory  *university  *writing Index. décimale : PER Périodiques Résumé : We do not know very much about the writing skills of autistic university students. Studies with autistic children and teenagers show that some autistic young people have difficulties writing. Other autistic people are talented writers. In fact, some autistic people would rather write than speak. Good writers often imagine other people's points of view when writing. Autistic people sometimes have difficulties understanding others' points of view. Yet, autistic people often work much harder to understand others' points of view than not-autistic people do. We collaborated with autistic university student researchers to see if autistic university students are better or worse at writing than nonautistic students. Autistic university students in our study were better writers than nonautistic students. Autistic students in our study had higher nonverbal intelligence than nonautistic students. Autistic students also put themselves under more pressure to write perfectly than nonautistic students did. Autistic students did not show any difficulties understanding other minds. This study shows that some autistic university students have stronger writing skills and higher intelligence than nonautistic university students. Yet, autistic students may be too hard on themselves about their writing. Fun activities that help students explore their ideas without pressure (like theater games) may help autistic students be less hard on their writing. Teachers can help autistic students express themselves through writing by encouraging them to write about their interests, by giving them enough time to write, and by letting them write using computers if they want to. This study shows that collaborations with autistic people can help us understand strengths that can help autistic people succeed. En ligne : http://dx.doi.org/10.1177/1362361320929453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students / Tomisin OREDIPE in Autism, 27-1 (January 2023)  

Public ISBD [article]  inAutism > 27-1 (January 2023) . - p.200-212 Titre : Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students Type de document : Texte imprimé et/ou numérique Auteurs : Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.200-212 Langues : Anglais (eng) Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students [Texte imprimé et/ou numérique] / Tomisin OREDIPE, Auteur ; Bella KOFNER, Auteur ; Ariana RICCIO, Auteur ; Eilidh CAGE, Auteur ; Jonathan VINCENT, Auteur ; Steven K. KAPP, Auteur ; Patrick DWYER, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.200-212. Langues : Anglais (eng) in Autism > 27-1 (January 2023) . - p.200-212 Mots-clés : autistic adults  disclosure  neurodiversity  participatory  quality of life  university  well-being Index. décimale : PER Périodiques Résumé : Many autistic people do not learn they are autistic until adulthood. Parents may wait to tell a child they are autistic until they feel the child is œready. � In this study, a participatory team of autistic and non-autistic researchers examined whether learning one is autistic at a younger age is associated with heightened well-being and Autism-Specific Quality of Life among autistic university students. Autistic students (n=78) completed an online survey. They shared when and how they learned they were autistic, how they felt about autism when first learning they are autistic and now, and when they would tell autistic children about their autism. Learning one is autistic earlier was associated with heightened quality of life and well-being in adulthood. However, learning one is autistic at an older age was associated with more positive emotions about autism when first learning one is autistic. Participants expressed both positive and negative emotions about autism and highlighted contextual factors to consider when telling a child about autism. Findings suggest that telling a child that they are autistic at a younger age empowers them by providing access to support and a foundation for self-understanding that helps them thrive in adulthood. Lay abstract People learn they are autistic at different ages. We wanted to know if telling kids they are autistic earlier helps them feel better about their lives when they grow up. We are a team of autistic and non-autistic students and professors. Seventy-eight autistic university students did our online survey. They shared how they found out they were autistic and how they felt about being autistic. They also shared how they feel about their lives now. Around the same number of students learned they were autistic from doctors and parents. Students who learned they were autistic when they were younger felt happier about their lives than people who learned they were autistic when they were older. Students who learned they were autistic when they were older felt happier about being autistic when they first found out than people who did not have to wait as long. Our study shows that it is probably best to tell people they are autistic as soon as possible. The students who did our study did not think it was a good idea to wait until children are adults to tell them they are autistic. They said that parents should tell their children they are autistic in ways that help them understand and feel good about who they are. En ligne : http://dx.doi.org/10.1177/13623613221086700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Learning from the experts: Evaluating a participatory autism and universal design training for university educators / TC WAISMAN in Autism, 27-2 (February 2023)  

Public ISBD [article]  inAutism > 27-2 (February 2023) . - p.356-370 Titre : Learning from the experts: Evaluating a participatory autism and universal design training for university educators Type de document : Texte imprimé et/ou numérique Auteurs : TC WAISMAN, Auteur ; Zachary J. WILLIAMS, Auteur ; Eilidh CAGE, Auteur ; Siva Priya SANTHANAM, Auteur ; Iliana MAGIATI, Auteur ; Patrick DWYER, Auteur ; Kayden M. STOCKWELL, Auteur ; Bella KOFNER, Auteur ; Heather BROWN, Auteur ; Denise DAVIDSON, Auteur ; Jessye HERRELL, Auteur ; Stephen M. SHORE, Auteur ; Dave CAUDEL, Auteur ; Emine GURBUZ, Auteur ; Kristen GILLESPIE-LYNCH, Auteur Article en page(s) : p.356-370 Langues : Anglais (eng) Mots-clés : autism training  autistic university students  higher education  participatory  stigma  universal design Index. décimale : PER Périodiques Résumé : Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. En ligne : http://dx.doi.org/10.1177/13623613221097207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Learning from the experts: Evaluating a participatory autism and universal design training for university educators [Texte imprimé et/ou numérique] / TC WAISMAN, Auteur ; Zachary J. WILLIAMS, Auteur ; Eilidh CAGE, Auteur ; Siva Priya SANTHANAM, Auteur ; Iliana MAGIATI, Auteur ; Patrick DWYER, Auteur ; Kayden M. STOCKWELL, Auteur ; Bella KOFNER, Auteur ; Heather BROWN, Auteur ; Denise DAVIDSON, Auteur ; Jessye HERRELL, Auteur ; Stephen M. SHORE, Auteur ; Dave CAUDEL, Auteur ; Emine GURBUZ, Auteur ; Kristen GILLESPIE-LYNCH, Auteur . - p.356-370. Langues : Anglais (eng) in Autism > 27-2 (February 2023) . - p.356-370 Mots-clés : autism training  autistic university students  higher education  participatory  stigma  universal design Index. décimale : PER Périodiques Résumé : Autistic students experience strengths and challenges that can impact their full inclusion in higher education, including stigma. A participatory team of autistic and non-autistic scholars developed an autism and universal design (UD) training. This participatory approach centered the voices of autistic collaborators in training design and evaluation. Ninety-eight educators from 53 institutions across five countries completed assessments before training (pre-tests), 89 completed post-tests (after training), and 82 completed maintenance assessments (a month after post-test). Pre-test autism stigma was heightened among males, educators with less autism knowledge, and those who reported heightened social dominance orientation. Autism knowledge, autism stigma, and attitudes toward UD improved with training. Improvements remained apparent a month after post-test but were somewhat attenuated for knowledge and stigma. To the best of our knowledge, this is the first evidence of maintenance of benefits of an autism training over time. Participants’ main reason for enrolling in the study was to gain a better understanding about neurodiversity. Feedback indicates that this goal was reached by most with the added benefit of gaining understanding about UD. Results suggest that interest in one type of diversity (e.g. autism) can motivate faculty to learn UD-aligned teaching strategies that benefit diverse students more generally. En ligne : http://dx.doi.org/10.1177/13623613221097207 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students / Jared K. RICHARDS ; Talena C. DAY ; Steven M. BRUNWASSER ; Claudia L. CUCCHIARA ; Bella KOFNER ; Rachel G. MCDONALD ; Kristen GILLESPIE-LYNCH ; Jenna LAMM ; Erin KANG ; Matthew D. LERNER in Autism, 28-8 (August 2024)  

Public ISBD [article]  inAutism > 28-8 (August 2024) . - p.1972-1984 Titre : Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students Type de document : Texte imprimé et/ou numérique Auteurs : Jared K. RICHARDS, Auteur ; Talena C. DAY, Auteur ; Steven M. BRUNWASSER, Auteur ; Claudia L. CUCCHIARA, Auteur ; Bella KOFNER, Auteur ; Rachel G. MCDONALD, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Jenna LAMM, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur Article en page(s) : p.1972-1984 Langues : Anglais (eng) Mots-clés : adults  anxiety  autism spectrum disorders  depression Index. décimale : PER Périodiques Résumé : Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12?weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect-the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction. Lay abstract How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction. En ligne : https://dx.doi.org/10.1177/13623613231216879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Satisfaction with social connectedness is associated with depression and anxiety symptoms in neurodiverse first-semester college students [Texte imprimé et/ou numérique] / Jared K. RICHARDS, Auteur ; Talena C. DAY, Auteur ; Steven M. BRUNWASSER, Auteur ; Claudia L. CUCCHIARA, Auteur ; Bella KOFNER, Auteur ; Rachel G. MCDONALD, Auteur ; Kristen GILLESPIE-LYNCH, Auteur ; Jenna LAMM, Auteur ; Erin KANG, Auteur ; Matthew D. LERNER, Auteur . - p.1972-1984. Langues : Anglais (eng) in Autism > 28-8 (August 2024) . - p.1972-1984 Mots-clés : adults  anxiety  autism spectrum disorders  depression Index. décimale : PER Périodiques Résumé : Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12?weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect-the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction. Lay abstract How satisfied people feel with their social connections and support is related to mental health outcomes for many different types of people. People may feel less socially connected at some times in their life-like when they start college. Feeling disconnected from others could lead to depression or anxiety. The transition to college may be especially difficult for autistic students as they are more likely to have difficulties adjusting socially. In our study, we asked 263 college students to answer questions about their emotions and social satisfaction twice per week during their first semester of college. We found that students who reported being less satisfied with their social connectedness (either at the beginning or throughout the semester) tended to express more symptoms of depression and anxiety. This relationship between social satisfaction and anxiety was even stronger for people who had a strong desire for social interaction (i.e. were more socially motivated). Students with more autistic traits tended to report more mood concerns, and they also reported being less satisfied with friendships at the beginning of the semester. This information may help to support ongoing efforts to better address mental health in autistic college students by encouraging efforts to improve social satisfaction. En ligne : https://dx.doi.org/10.1177/13623613231216879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

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