13 recherche sur le mot-clé 'college students'

Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 45-8 (August 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2553-2566 Titre : Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma Type de document : Texte imprimé et/ou numérique Auteurs : Kristen GILLESPIE-LYNCH, Auteur ; Patricia J. BROOKS, Auteur ; Fumio SOMEKI, Auteur ; Rita OBEID, Auteur ; Christina SHANE-SIMPSON, Auteur ; Steven K. KAPP, Auteur ; Nidal DAOU, Auteur ; David SHANE SMITH, Auteur Année de publication : 2015 Article en page(s) : p.2553-2566 Langues : Anglais (eng) Mots-clés : Stigma associated with autism  Knowledge of autism  Online training  College students  ASD Index. décimale : PER Périodiques Résumé : College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism. En ligne : http://dx.doi.org/10.1007/s10803-015-2422-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; Patricia J. BROOKS, Auteur ; Fumio SOMEKI, Auteur ; Rita OBEID, Auteur ; Christina SHANE-SIMPSON, Auteur ; Steven K. KAPP, Auteur ; Nidal DAOU, Auteur ; David SHANE SMITH, Auteur . - 2015 . - p.2553-2566. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-8 (August 2015) . - p.2553-2566 Mots-clés : Stigma associated with autism  Knowledge of autism  Online training  College students  ASD Index. décimale : PER Périodiques Résumé : College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism. En ligne : http://dx.doi.org/10.1007/s10803-015-2422-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

An online training for college sexual assault counselors who serve autistic students: User feasibility and satisfaction / Martine CHASE ; Regina SCARAMELLA ; Brandy HABERER ; Reid CAPLAN ; Melody CHIANG ; Joseph STORCH ; Val M. ERWIN ; Laura Graham HOLMES in Research in Autism, 123 (May 2025)  

Public ISBD [article]  inResearch in Autism > 123 (May 2025) . - 202549 Titre : An online training for college sexual assault counselors who serve autistic students: User feasibility and satisfaction Type de document : Texte imprimé et/ou numérique Auteurs : Martine CHASE, Auteur ; Regina SCARAMELLA, Auteur ; Brandy HABERER, Auteur ; Reid CAPLAN, Auteur ; Melody CHIANG, Auteur ; Joseph STORCH, Auteur ; Val M. ERWIN, Auteur ; Laura Graham HOLMES, Auteur Article en page(s) : 202549 Langues : Anglais (eng) Mots-clés : Autism  Sexual assault  Counseling  College students  Violence Index. décimale : PER Périodiques Résumé : Background Approximately 9.3 % of US autistic college students report experiencing unwanted sexual contact each year, and of these, 80 % report it interferes with their academic achievement. However, college-based sexual assault counselors and advocates often lack training and the expertise necessary to provide high-quality services to autistic students. This article describes a project that resulted in a free, online training resource for college sexual assault program counselors, advocates and other staff to expand their capacity to provide accessible support and counseling services to autistic college students who have experienced sexual assault. Method The training was designed in line with the Theory of Planned Behavior, using an intervention development framework (i.e., ADAPT-ITT), by experts in sexual assault, autism, and online training, and with input from six autistic individuals with relevant lived experience. We collected data from 27 beta-testers who provided written, qualitative feedback about the training. We used a content-based analysis approach. Results Participants felt that the training was helpful and provided an overview of basic information on autism in a clear, concise way. They appreciated that the training centered survivor voices, used a neurodivergent-embracing perspective, and included practical tips for practitioners. Participants also suggested changes, such as reducing the amount of text that users need to read to themselves, making the training more friendly for participants who use text-readers, and attending to particular autism-specific topics, like masking, more deeply. Conclusion Beta-testers were generally positive about this training, in part because it uses a neurodiversity-embracing and anti-ableist perspective. This is a free, online, self-paced training about autism, created with autistic individuals' input, and thus may be a good template for autism training of other professional groups. En ligne : https://doi.org/10.1016/j.reia.2025.202549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] An online training for college sexual assault counselors who serve autistic students: User feasibility and satisfaction [Texte imprimé et/ou numérique] / Martine CHASE, Auteur ; Regina SCARAMELLA, Auteur ; Brandy HABERER, Auteur ; Reid CAPLAN, Auteur ; Melody CHIANG, Auteur ; Joseph STORCH, Auteur ; Val M. ERWIN, Auteur ; Laura Graham HOLMES, Auteur . - 202549. Langues : Anglais (eng) in Research in Autism > 123 (May 2025) . - 202549 Mots-clés : Autism  Sexual assault  Counseling  College students  Violence Index. décimale : PER Périodiques Résumé : Background Approximately 9.3 % of US autistic college students report experiencing unwanted sexual contact each year, and of these, 80 % report it interferes with their academic achievement. However, college-based sexual assault counselors and advocates often lack training and the expertise necessary to provide high-quality services to autistic students. This article describes a project that resulted in a free, online training resource for college sexual assault program counselors, advocates and other staff to expand their capacity to provide accessible support and counseling services to autistic college students who have experienced sexual assault. Method The training was designed in line with the Theory of Planned Behavior, using an intervention development framework (i.e., ADAPT-ITT), by experts in sexual assault, autism, and online training, and with input from six autistic individuals with relevant lived experience. We collected data from 27 beta-testers who provided written, qualitative feedback about the training. We used a content-based analysis approach. Results Participants felt that the training was helpful and provided an overview of basic information on autism in a clear, concise way. They appreciated that the training centered survivor voices, used a neurodivergent-embracing perspective, and included practical tips for practitioners. Participants also suggested changes, such as reducing the amount of text that users need to read to themselves, making the training more friendly for participants who use text-readers, and attending to particular autism-specific topics, like masking, more deeply. Conclusion Beta-testers were generally positive about this training, in part because it uses a neurodiversity-embracing and anti-ableist perspective. This is a free, online, self-paced training about autism, created with autistic individuals' input, and thus may be a good template for autism training of other professional groups. En ligne : https://doi.org/10.1016/j.reia.2025.202549 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students / K. M. STOCKWELL in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3356-3364 Titre : Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students Type de document : Texte imprimé et/ou numérique Auteurs : K. M. STOCKWELL, Auteur ; S. BOTTINI, Auteur ; V. K. JASWAL, Auteur ; J. M. GILLIS, Auteur Article en page(s) : p.3356-3364 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Social Behavior  Stereotyping  Students  Autism  Circumscribed interests  College students  Special interests  Stigmatization Index. décimale : PER Périodiques Résumé : Autistic people, by definition, differ in social behavior from non-autistic individuals. One characteristic common to many autistic people is a special interest in a particular topic-something spoken about with such frequency and intensity that it may be stigmatized by non-autistic peers. We investigated college students' interest in interacting with peers described as behaving in ways characteristic of autism (or not), and additionally described as having a special interest (or not). As expected, autistic characters were more stigmatized, but autistic characters with a special interest were not more stigmatized than those without. Only among non-autistic characters was having a special interest associated with greater stigmatization. Findings give further insight into factors influencing the stigmatization of autistic college students. En ligne : http://dx.doi.org/10.1007/s10803-020-04769-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Brief Report: Social Behavior and Special Interests in the Stigmatization of Autistic College Students [Texte imprimé et/ou numérique] / K. M. STOCKWELL, Auteur ; S. BOTTINI, Auteur ; V. K. JASWAL, Auteur ; J. M. GILLIS, Auteur . - p.3356-3364. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3356-3364 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Humans  Social Behavior  Stereotyping  Students  Autism  Circumscribed interests  College students  Special interests  Stigmatization Index. décimale : PER Périodiques Résumé : Autistic people, by definition, differ in social behavior from non-autistic individuals. One characteristic common to many autistic people is a special interest in a particular topic-something spoken about with such frequency and intensity that it may be stigmatized by non-autistic peers. We investigated college students' interest in interacting with peers described as behaving in ways characteristic of autism (or not), and additionally described as having a special interest (or not). As expected, autistic characters were more stigmatized, but autistic characters with a special interest were not more stigmatized than those without. Only among non-autistic characters was having a special interest associated with greater stigmatization. Findings give further insight into factors influencing the stigmatization of autistic college students. En ligne : http://dx.doi.org/10.1007/s10803-020-04769-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions / Ken GOBBO in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.13-22 Titre : Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions Type de document : Texte imprimé et/ou numérique Auteurs : Ken GOBBO, Auteur ; Solvegi SHMULSKY, Auteur Article en page(s) : p.13-22 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorders  college students  teaching Index. décimale : PER Périodiques Résumé : This article reports the findings of a qualitative inquiry involving two focus groups made up of experienced faculty who met to discuss academic concerns faced by college students with autism spectrum disorders, including Asperger’s disorder. Analysis of group meeting transcripts indicated that student concerns fell into categories related to difficulties with theory of mind and understanding audience, weak central coherence in cognitive processing, and struggles with executive function. Classroom teaching implications are summarized and related strategies are presented. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/13 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Faculty Experience With College Students With Autism Spectrum Disorders: A Qualitative Study of Challenges and Solutions [Texte imprimé et/ou numérique] / Ken GOBBO, Auteur ; Solvegi SHMULSKY, Auteur . - p.13-22. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.13-22 Mots-clés : autism  autism spectrum disorders  college students  teaching Index. décimale : PER Périodiques Résumé : This article reports the findings of a qualitative inquiry involving two focus groups made up of experienced faculty who met to discuss academic concerns faced by college students with autism spectrum disorders, including Asperger’s disorder. Analysis of group meeting transcripts indicated that student concerns fell into categories related to difficulties with theory of mind and understanding audience, weak central coherence in cognitive processing, and struggles with executive function. Classroom teaching implications are summarized and related strategies are presented. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/13 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Impairments in cognitive empathy and alexithymia occur independently of executive functioning in college students with autism / T. ZIERMANS in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1519-1530 Titre : Impairments in cognitive empathy and alexithymia occur independently of executive functioning in college students with autism Type de document : Texte imprimé et/ou numérique Auteurs : T. ZIERMANS, Auteur ; Y. DE BRUIJN, Auteur ; Renee R. DIJKHUIS, Auteur ; W. STAAL, Auteur ; H. SWAAB, Auteur Article en page(s) : p.1519-1530 Langues : Anglais (eng) Mots-clés : adults  alexithymia  autism spectrum disorders  college students  empathy  executive functioning  high IQ Index. décimale : PER Périodiques Résumé : Reduced empathy and alexithymic traits are common across the autism spectrum, but it is unknown whether this is also true for intellectually advanced adults with autism spectrum disorder. The aim of this study was to examine whether college students with autism spectrum disorder experience difficulties with empathy and alexithymia, and whether this is associated with their cognitive levels of executive functioning. In total, 53 college students with autism spectrum disorder were compared to a gender-matched group of 29 neurotypical students on cognitive and affective dimensions of empathy and alexithymia. In addition, cognitive performance on executive functioning was measured with computerized and paper-and-pencil tasks. The autism spectrum disorder group scored significantly lower on cognitive empathy and higher on cognitive alexithymia (both d = 0.65). The difference on cognitive empathy also remained significant after controlling for levels of cognitive alexithymia. There were no group differences on affective empathy and alexithymia. No significant relations between executive functioning and cognitive alexithymia or cognitive empathy were detected. Together, these findings suggest that intellectually advanced individuals with autism spectrum disorder experience serious impairments in the cognitive processing of social-emotional information. However, these impairments cannot be attributed to individual levels of cognitive executive functioning. En ligne : http://dx.doi.org/10.1177/1362361318817716 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Impairments in cognitive empathy and alexithymia occur independently of executive functioning in college students with autism [Texte imprimé et/ou numérique] / T. ZIERMANS, Auteur ; Y. DE BRUIJN, Auteur ; Renee R. DIJKHUIS, Auteur ; W. STAAL, Auteur ; H. SWAAB, Auteur . - p.1519-1530. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1519-1530 Mots-clés : adults  alexithymia  autism spectrum disorders  college students  empathy  executive functioning  high IQ Index. décimale : PER Périodiques Résumé : Reduced empathy and alexithymic traits are common across the autism spectrum, but it is unknown whether this is also true for intellectually advanced adults with autism spectrum disorder. The aim of this study was to examine whether college students with autism spectrum disorder experience difficulties with empathy and alexithymia, and whether this is associated with their cognitive levels of executive functioning. In total, 53 college students with autism spectrum disorder were compared to a gender-matched group of 29 neurotypical students on cognitive and affective dimensions of empathy and alexithymia. In addition, cognitive performance on executive functioning was measured with computerized and paper-and-pencil tasks. The autism spectrum disorder group scored significantly lower on cognitive empathy and higher on cognitive alexithymia (both d = 0.65). The difference on cognitive empathy also remained significant after controlling for levels of cognitive alexithymia. There were no group differences on affective empathy and alexithymia. No significant relations between executive functioning and cognitive alexithymia or cognitive empathy were detected. Together, these findings suggest that intellectually advanced individuals with autism spectrum disorder experience serious impairments in the cognitive processing of social-emotional information. However, these impairments cannot be attributed to individual levels of cognitive executive functioning. En ligne : http://dx.doi.org/10.1177/1362361318817716 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

A longitudinal study examining the associations between interpersonal trauma and romantic relationships among college students / Rebecca L. SMITH in Development and Psychopathology, 35-3 (August 2023)  

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Measuring depression and anxiety in autistic college students: A psychometric evaluation of the PHQ-9 and GAD-7 / Mackenzie ROBESON in Autism, 28-11 (November 2024)  

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Prevalence and associated factors of depression and anxiety symptoms among college students: a systematic review and meta-analysis / Wenzhen LI in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)  

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Stress and diurnal cortisol among Latino/a college students: A multi-risk model approach / Leah D. DOANE ; Jinni SU ; Kevin J. GRIMM in Development and Psychopathology, 36-2 (May 2024)  

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The health of college students on the autism spectrum as compared to their neurotypical peers / Jane D. MCLEOD in Autism, 25-3 (April 2021)  

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