Experiences and Insights of College Students with Autism Spectrum Disorder: An Exploratory Assessment to Inform Interventions

Autor/inn/en	Davidson, Denise; DiClemente, Cara M.; Hilvert, Elizabeth
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01