Adaptive Behavior of College Students With Autism / Kathleen D. VIEZEL in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 56-65 Titre : Adaptive Behavior of College Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen D. VIEZEL, Auteur ; Benjamin FREER, Auteur ; Chelsea D. MORGAN, Auteur Article en page(s) : 56-65 Langues : Anglais (eng) Mots-clés : adaptive behavior  autism  college  postsecondary transition Index. décimale : PER Périodiques Résumé : As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group (N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those that included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports. En ligne : http://dx.doi.org/10.1177/10883576211056291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Adaptive Behavior of College Students With Autism [Texte imprimé et/ou numérique] / Kathleen D. VIEZEL, Auteur ; Benjamin FREER, Auteur ; Chelsea D. MORGAN, Auteur . - 56-65. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 56-65 Mots-clés : adaptive behavior  autism  college  postsecondary transition Index. décimale : PER Périodiques Résumé : As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group (N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those that included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports. En ligne : http://dx.doi.org/10.1177/10883576211056291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

College-Based Support Programs for Students With Autism / Kathleen D. VIEZEL in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.234-245 Titre : College-Based Support Programs for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen D. VIEZEL, Auteur ; Elizabeth WILLIAMS, Auteur ; Wesley H. DOTSON, Auteur Article en page(s) : p.234-245 Langues : Anglais (eng) Mots-clés : autism  college  university  postsecondary transition Index. décimale : PER Périodiques Résumé : There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports. En ligne : http://dx.doi.org/10.1177/1088357620954369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] College-Based Support Programs for Students With Autism [Texte imprimé et/ou numérique] / Kathleen D. VIEZEL, Auteur ; Elizabeth WILLIAMS, Auteur ; Wesley H. DOTSON, Auteur . - p.234-245. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.234-245 Mots-clés : autism  college  university  postsecondary transition Index. décimale : PER Périodiques Résumé : There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports. En ligne : http://dx.doi.org/10.1177/1088357620954369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

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