Susan W White1, Rebecca Elias2, Carlos E Salinas2, Nicole Capriola2, Caitlin M Conner2, Susan B Asselin3, Yasuo Miyazaki4, Carla A Mazefsky5, Patricia Howlin6, Elizabeth E Getzel7. 1. Department of Psychology, Virginia Tech, United States. Electronic address: sww@vt.edu. 2. Department of Psychology, Virginia Tech, United States. 3. School of Education, Faculty of Teaching & Learning, Virginia Tech, United States. 4. School of Education, Faculty of Leadership, Counseling, & Research, Virginia Tech, United States. 5. Department of Psychiatry, University of Pittsburgh School of Medicine, United States. 6. Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College, London and BMRI, Faculty of Health Sciences, University of Sydney, Australia. 7. School of Education Rehabilitation Research and Training Center, Virginia Commonwealth University, United States.
Abstract
BACKGROUND: There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. AIMS: The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. METHODS: A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i.e., parents, educators/support staff from secondary and postsecondary institutions, and students) participated in an online survey (n=67) and focus groups (n=15). RESULTS: Across the stakeholder groups, commonly identified areas of difficulty included limited interpersonal competence, managing competing demands in postsecondary education, and poor emotional regulation. There was a high degree of agreement across stakeholders in the identified needs and challenges. IMPLICATIONS: Findings from this preliminary needs analysis will inform the development of programming to support students with ASD.
BACKGROUND: There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. AIMS: The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. METHODS: A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i.e., parents, educators/support staff from secondary and postsecondary institutions, and students) participated in an online survey (n=67) and focus groups (n=15). RESULTS: Across the stakeholder groups, commonly identified areas of difficulty included limited interpersonal competence, managing competing demands in postsecondary education, and poor emotional regulation. There was a high degree of agreement across stakeholders in the identified needs and challenges. IMPLICATIONS: Findings from this preliminary needs analysis will inform the development of programming to support students with ASD.
Authors: Blythe A Corbett; Laura J Constantine; Robert Hendren; David Rocke; Sally Ozonoff Journal: Psychiatry Res Date: 2009-03-12 Impact factor: 3.222
Authors: Carla A Mazefsky; John Herrington; Matthew Siegel; Angela Scarpa; Brenna B Maddox; Lawrence Scahill; Susan W White Journal: J Am Acad Child Adolesc Psychiatry Date: 2013-06-03 Impact factor: 8.829
Authors: Susan W White; Rebecca Elias; Nicole N Capriola-Hall; Isaac C Smith; Caitlin M Conner; Susan B Asselin; Patricia Howlin; Elizabeth E Getzel; Carla A Mazefsky Journal: J Autism Dev Disord Date: 2017-10
Authors: Susan W White; Isaac C Smith; Yasuo Miyazaki; Caitlin M Conner; Rebecca Elias; Nicole N Capriola-Hall Journal: J Clin Child Adolesc Psychol Date: 2019-10-14