Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education / Seunghee LEE ; David R. JOHNSON ; Yi-Chen WU in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.35?44 Titre : Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education Type de document : texte imprimé Auteurs : Seunghee LEE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur Article en page(s) : p.35?44 Mots-clés : autism spectrum disorder (ASD)  postsecondary education  expectations  goal setting Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students? own educational expectations. Students? adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students? and parents? expectations toward postsecondary education. En ligne : https://dx.doi.org/10.1177/10883576231188331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education [texte imprimé] / Seunghee LEE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur . - p.35?44. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.35?44 Mots-clés : autism spectrum disorder (ASD)  postsecondary education  expectations  goal setting Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students? own educational expectations. Students? adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students? and parents? expectations toward postsecondary education. En ligne : https://dx.doi.org/10.1177/10883576231188331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Exploring Predictors of Bullying and Victimization of Students with Autism Spectrum Disorder (ASD): Findings from NLTS 2012 / Cynthia MATTHIAS in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4632-4643 Titre : Exploring Predictors of Bullying and Victimization of Students with Autism Spectrum Disorder (ASD): Findings from NLTS 2012 Type de document : texte imprimé Auteurs : Cynthia MATTHIAS, Auteur ; John M. LAVELLE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur ; Martha L. THURLOW, Auteur Article en page(s) : p.4632-4643 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology  Bullying  Crime Victims  Humans  Peer Group  Students  Autism spectrum disorder (ASD)  Student and family predictors  Victimization Index. décimale : PER Périodiques Résumé : Research suggests that bullying victimization occurs at higher rates among students with autism spectrum disorder (ASD) than among their typically-developing peers. This study used data from the National Longitudinal Transition Study 2012 to explore differences in student and family characteristics between students with ASD and students with all other special education disability categories. The study also examined characteristics serve as predictors of bullying and victimization. Students with ASD were found to have greater difficulties with communication and social skills, as well as less-robust sense of themselves and their abilities than students with all other disabilities. Race, household income, social and communication skills, and self-concept were found to be associated with higher rates of bullying and victimization. En ligne : http://dx.doi.org/10.1007/s10803-021-04907-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Exploring Predictors of Bullying and Victimization of Students with Autism Spectrum Disorder (ASD): Findings from NLTS 2012 [texte imprimé] / Cynthia MATTHIAS, Auteur ; John M. LAVELLE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur ; Martha L. THURLOW, Auteur . - p.4632-4643. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4632-4643 Mots-clés : Autism Spectrum Disorder/epidemiology  Bullying  Crime Victims  Humans  Peer Group  Students  Autism spectrum disorder (ASD)  Student and family predictors  Victimization Index. décimale : PER Périodiques Résumé : Research suggests that bullying victimization occurs at higher rates among students with autism spectrum disorder (ASD) than among their typically-developing peers. This study used data from the National Longitudinal Transition Study 2012 to explore differences in student and family characteristics between students with ASD and students with all other special education disability categories. The study also examined characteristics serve as predictors of bullying and victimization. Students with ASD were found to have greater difficulties with communication and social skills, as well as less-robust sense of themselves and their abilities than students with all other disabilities. Race, household income, social and communication skills, and self-concept were found to be associated with higher rates of bullying and victimization. En ligne : http://dx.doi.org/10.1007/s10803-021-04907-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

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