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Autor/inn/en | Davidson, Denise; DiClemente, Cara M.; Hilvert, Elizabeth |
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Titel | Experiences and Insights of College Students with Autism Spectrum Disorder: An Exploratory Assessment to Inform Interventions |
Quelle | In: Journal of American College Health, 71 (2023) 1, S.10-13 (4 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0744-8481 |
DOI | 10.1080/07448481.2021.1876708 |
Schlagwörter | College Students; Autism Spectrum Disorders; Student Needs; Student Experience; Student Attitudes; Intervention; Barriers; Peer Relationship; Interpersonal Competence; Social Environment; Social Experience; Social Support Groups; Mental Health; Social Isolation; Student Personnel Services; Student Adjustment; Peer Groups Collegestudent; Autism; Autismus; Studienerfahrung; Schülerverhalten; Peer-Beziehungen; Interpersonale Kompetenz; Soziales Umfeld; Soziale Erfahrung; Social support; Soziale Unterstützung; Psychohygiene; Soziale Isolation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Gleichaltrigengruppe; Peer Group |
Abstract | Objective: College students with autism spectrum disorder (ASD) experience elevated drop-out rates, peer difficulties, and mental health concerns compared to their neurotypical counterparts. Thus, the firsthand concerns of college students with ASD were examined, so that supports can be appropriately tailored. Methods: Responses of 31 college students with ASD were examined in relation to 39 demographically similar neurotypical students regarding students' college experiences (e.g., social interactions, mental health, daily living habits). Students with ASD also provided recommendations for improving college support programs. Results: Difficulties unique to students with ASD included trouble conversing with peers, feeling isolated despite preferences to be alone, inaccessible extra-curricular activities, and experiencing anxiety and depression resulting from social demands. Notably, these students endorsed desire for a "social group" to learn from the experiences of successful students. Conclusions: Practical targets were identified for university-implemented support groups, such as navigating social interactions and processing experiences with peers. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |