Autism Goes to College: Understanding the Needs of a Student Population on the Rise

Autism Goes to College: Understanding the Needs of a Student Population on the Rise Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Autism and Developmental Disorders Springer Journals

Autism Goes to College: Understanding the Needs of a Student Population on the Rise

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Publisher
Springer Journals
Copyright
Copyright © 2017 by Springer Science+Business Media New York
Subject
Psychology; Child and School Psychology; Pediatrics; Neurosciences; Public Health
ISSN
0162-3257
eISSN
1573-3432
D.O.I.
10.1007/s10803-017-3075-7
Publisher site
See Article on Publisher Site

Abstract

Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD. The profile of parent-reported difficulties and needed services compared to transition to postsecondary education for students with ASD is distinguishable from that for ADHD, suggesting individualized transition planning and in-college supports.

Journal

Journal of Autism and Developmental DisordersSpringer Journals

Published: Mar 2, 2017

References

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