Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

08-02-2020 | Original Paper

Perspectives of Former Students with ASD from Australia and New Zealand on Their University Experience

Auteurs: Anastasia H. Anderson, Jennifer Stephenson, Mark Carter

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2020

Abstract

The university experience of students with ASD was explored through a qualitative study of 11 former university students and six significant others from Australia and New Zealand. A range of key issues were identified including difficulties encountered when studying, reasons for completion and non-completion, supports used, and coping strategies used by the participants. Many switched to part-time to manage their poor mental health and/or executive function and most had slow rates of progress. Also, some felt they had made poor discipline choices. The participants offered suggestions for future students and for making universities more autism friendly, and the possible need for transition and more structured study supports was identified.

vorige artikel Light-Adapted Electroretinogram Differences in Autism Spectrum Disorder

volgende artikel Impact of Selective Eating on Social Domains Among Transition-Age Youth with Autism Spectrum Disorder: A Qualitative Study

Alleen toegankelijk voor geautoriseerde gebruikers

Accardo, A. L., Bean, K., Cook, B., Gillies, A., Edgington, R., Kuder, S. J., et al. (2019). College access, success and equity for students on the autism spectrum. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/210803-019-04205-8.CrossRefPubMed

Allen, J., & Robbins, S. (2010). Effects of interest-major congruence, motivation, and academic performance on timely degree attainment. Journal of Counseling Psychology,57, 23–35. https://doi.org/10.1037/a0017267.CrossRefPubMed

Alverson, C. Y., Lindstrom, L. E., & Hirano, K. A. (2019). High school to college: Transition experiences of young adults with autism. Focus on Autism and Other Developmental Disabilities,34, 52–64. https://doi.org/10.1177/1088357615611880.CrossRef

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.CrossRef

Anderson, C., & Butt, C. (2017). Young adults on the autism spectrum at college: Successes and stumbling blocks. Journal of Autism and Developmental Disorders,47, 3029–3039. https://doi.org/10.1007/s10803-017-3218-x.CrossRefPubMed

Anderson, A. H., Carter, M., & Stephenson, J. (2018). Perspectivies of university students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 651–665. https://doi.org/10.1007/210803-017-3257-3.CrossRefPubMed

Anderson, A. H., Carter, M., & Stephenson, J. (2020). An on-line survey of university students with autism spectrum disorder in Australia and New Zealand: Characteristics, support satisfaction, and advocacy. Journal of Autism and Developmental Disorders, 50, 440–454.CrossRef

Anderson, A. H., Stephenson, J., & Carter, M. (2017). A systematic literature review of the experiences and supports of students with autism spectrum disorder in post-secondary education. Research in Autism Spectrum Disorders, 39, 33–53.CrossRef

Anderson, A. H., Stephenson, J., Carter, M., & Carlon, S. (2019). A systematic literature review of empirical research on postsecondary students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49, 1531–1558.CrossRef

Autism Spectrum Australia (Aspect). (2013). We belong: The experiences, aspirations and needs of adults with Asperger’s disorder and high functioning autism. Retrieved from https://www.autismspectrum.org.au/uploads/documents/Research/Autism_Spectrum_WE_BELONG_Research_Report-FINAL_LR_R.pdf.

Australian Bureau of Statistics. (2016). Educational qualifications in Australia. Retrieved October 11 2019 from https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/by%20Subject/2071.0~2016~Main%20Features~Educational%20Qualifications%20Data%20Summary%20~65

Bakker, T., Krabbendam, L., Bhulai, S., & Begeer, S. (2019). Background and enrolment characteristics of students with autism in higher education. Research in Autism Spectrum Disorders. https://doi.org/10.1016/j.rasd.2019.101424.CrossRef

Baldwin, S., & Costley, D. (2016). The experiences and needs of female adults with high-functioning autism spectrum disorder. Autism,20, 483–495. https://doi.org/10.1177/1362361315590805.CrossRefPubMed

Baldwin, S., Costley, D., & Warren, A. (2014). Employment activities and experiences of adults with high-functioning autism and Asperger’s disorder. Journal of Autism and Developmental Disorders,44, 2440–2449. https://doi.org/10.1007/s10803-014-2112-z.CrossRefPubMed

Bargiela, S., Steward, R., & Mandy, W. (2016). The experiences of late-diagnosed women with autism spectrum conditions: An investigation of the female autism phenotype. Journal of Autism and Developmental Disorders,46, 3281–3294. https://doi.org/10.1007/s10803-016-2872-8.CrossRefPubMedPubMedCentral

Baric, V. B., Hemmingsson, H., Hellberg, K., & Kjellberg, A. (2017). The occupational transition process to upper secondary school, further education and/or work in Sweden: As described by young adults with Asperger Syndrome and attention deficit hyperactive disorder. Journal of Autism and Developmental Disorders,47, 667–679. https://doi.org/10.1007/s10803-016-2986-z.CrossRefPubMed

Bolourian, Y., Zeedyk, S. M., & Blacher, J. (2018). Autism and the university experience: Narratives from students with neurodevelopmental disorders. Journal of Autism and Developmental Disorders,48, 3330–3343. https://doi.org/10.1007/s10803-018-3599-5.CrossRefPubMed

Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research. https://doi.org/10.1177/2333393617742282.CrossRefPubMedPubMedCentral

Cage, E., & Troxell-Whitman, Z. (2019). Understanding the reasons, contexts and costs of camouflaging for autistic adults. Journal of Autism and Developmental Disorders,49, 1899–1911. https://doi.org/10.1007/s10803-018-03878-x.CrossRefPubMedPubMedCentral

Cai, R. Y., & Richdale, A. L. (2016). Educational experiences and needs of higher educational students with autism spectrum disorder. Journal of Autism and Developmental Disorders,46, 31–41. https://doi.org/10.1007/s10803-015-2535-1.CrossRefPubMed

Camarena, P., & Sarigiani, P. (2009). Postsecondary educational aspirations of high-functioning adolescents with autism spectrum disorders and their parents. Focus on Autism and Other Developmental Disabilities,24, 115–128. https://doi.org/10.1177/1088357609332675.CrossRef

Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semi structured interviews: Problems of unitization and intercoder reliability and agreement. Sociological Methods & Research,42, 294–320. https://doi.org/10.1177/0049124113500475.CrossRef

Cox, B. E., Thompson, K., Anderson, A., Mintz, A., Locks, T., Morgan, L., et al. (2017). College experiences for students with autism spectrum disorder: Personal identity, public disclosure, and institutional support. Journal of College Student Development,58, 71–87. https://doi.org/10.1353/csd.2017.0004.CrossRef

Cullen, J. A. (2015). The needs of college students with autism spectrum disorders and Asperger’s syndrome. Journal of Postsecondary Education and Disability,28, 89–101.

Department of Education, Skills and Employment. (2018). 2018 Student Summary. Retrieved from https://docs.education.gov.au/node/53016.

Drake, S. (2014). College experience of academically successful students with autism. Journal of Autism,1(5), 1–4. https://doi.org/10.7243/2054-992x1-5.CrossRef

Edgington, R. S. (2019). Investigation of guided study tables as a support for college students with ASD in the transition to post-secondary education. (Doctoral dissertation). Retrieved from https://commons.cu-portland.edu/edudissertations/225.

Gelbar, N. W., Shefcyk, A., & Reichow, B. (2015). A comprehensive survey of current and former college students with autism spectrum disorders. Yale Journal of Biology and Medicine Focus: Autism Spectrum Disorders,88, 45–68.

Gillespie-Lynch, K., Brooks, P. J., Someki, F., Obeid, R., Shane-Simpson, C., Kapp, S. K., et al. (2015). Changing college students’ conceptions of autism: An online training to increase knowledge and decrease stigma. Journal of Autism and Developmental Disorders,45, 2553–2566. https://doi.org/10.1007/s10803-015-2422-9.CrossRefPubMed

Gurbuz, E., Hanley, M., & Riby, D. (2019). University students with autism: The social and academic experiences of university in the UK. Journal of Autism and Developmental Disorders,49, 617–631. https://doi.org/10.1007/s10803-018-3741-4.CrossRefPubMed

Heasman, B., & Gillespie, A. (2018). Perspective-taking is two-sided: Misunderstandings between people with Asperger’s syndrome and their family members. Autism,22, 740–750. https://doi.org/10.1177/1362361317708287.CrossRefPubMed

Hull, L., Lai, M., Baron-Cohen, S., Allison, C., Smith, P., Petrides, K. V., et al. (2019). Gender differences in self-reported camouflaging in autistic and non-autistic adults. Autism. https://doi.org/10.1177/1362361319864804.CrossRefPubMed

Jackson, S. L. J., Hart, L., Thierfeld Brown, J., & Volkmar, F. R. (2018). Brief report: Self-reported academic, social, and mental health experiences of post-secondary students with autism spectrum disorder. Journal of Autism and Developmental Disorders,48, 643–650. https://doi.org/10.1007/s10803-017-3315-x.CrossRefPubMedPubMedCentral

Lambe, S., Russell, A., Butler, C., Fletcher, S., Ashwin, C., & Brosnan, M. (2019). Autism and the transition to university from the student perspective. Autism,23, 1531–1541. https://doi.org/10.1177/1362361318803935.CrossRefPubMed

Lee, K. B. (2010). Understanding the friendship processes of individuals with Asperger’s syndrome: A phenomenological study of reflective college experiences. (Doctoral dissertation). Retrieved from https://eric.ed.gov/?q=Asperger+AND+Syndrome+AND+Higher+AND+Education&pg=2&id=ED517591.

LeGary, R. A. (2017). College students with autism spectrum disorder: Perceptions of social supports that buffer college-related stress and facilitate academic success. Journal of Postsecondary Education and Disability,30, 251–268.

Livingston, L. A., Shah, P., & Happé, F. (2019). Compensatory strategies below the behavioural surface in autism: A qualitative study. Lancet Psychiatry,6, 766–777. https://doi.org/10.1016/S2215-0366(19)30224-X.CrossRefPubMedPubMedCentral

Lombard, M., Snyder-duch, H., & Bracken, C. (2002). Content analysis in mass communication. Assessment and reporting of intercoder reliability. Human Communication Research,28, 587–604. https://doi.org/10.1111/j.1468-2958.2002.tb00826.x.CrossRef

Lowinger, S. (2019). Postsecondary education for students with ASD: Essential support systems. In S. Lowinger & S. Pearlman-Avnion (Eds.), Autism in adulthood. Autism and child psychopathology series. Cham: Springer. https://doi.org/10.1007/978-3-030-28833-4_6.

MacLeod, A., Allan, J., Lewis, A., & Robertson, C. (2017). ‘Here I come again’: The cost of success for higher education students diagnosed with autism. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2017.1396502.CrossRef

Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., & Wei, X., with Cameto, R., Contreras, E., Ferguson, K., Greene, S., & Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the national longitudinal transition study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International. Retrieved from https://nlts2.sri.com/reports/2011_09_02/.

Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2019). Support receipt: Effect on postsecondary success of students with learning disabilities. Career Development and Transition for Exceptional Individuals,42, 6–16. https://doi.org/10.1177/2165143418811288.CrossRef

Norton, Q., Cherastidtham, I., & Mackey, W. (2018). Dropping out. The benefits and costs of trying university. Grattan Institute. Retrieved from https://grattan.edu.au/report/dropping-out/.

Owen, C., McCann, D., Rayner, C., Devereaux, C., Sheehan, F., & Quarmby, L. (2016). Supporting students with autism spectrum disorder in higher education. Report submitted to the National Centre for Student Equity in Higher Education (NCSEHE), Hobart, TAS. http://ecite.utas.edu.au/108977.

Sandelowski, M. (2000). Whatever happened to qualitative description? Focus on Research Methods,23, 334–340. https://doi.org/10.1002/1098-240X(200008)23:4%3C334:AID-NUR9%3E3.0.CO;2-G.CrossRef

Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing and Health,33, 77–84. https://doi.org/10.1002/nur.20362.CrossRefPubMed

Sarrett, J. C. (2018). Autism and accommodations in higher education: Insights from the autism community. Journal of Autism and Developmental Disorders,48, 679–693. https://doi.org/10.1007/s10803-017-3353-4.CrossRefPubMed

Sullivant-Bolyai, S., Bova, C., & Harper, D. (2005). Developing and refining interventions in persons with health disparities: The use of qualitative description. Nursing Outlook,53, 127–133. https://doi.org/10.1016/j.outlook.2005.03.005.CrossRef

Thompson, C., Falkmer, T., Evans, K., Bolte, S., & Girdler, S. (2018). A realist evaluation of peer mentoring support for university students with autism. British Journal of Special Education,45, 412–434. https://doi.org/10.1111/1467-8578.12241.CrossRef

United Nations General Assembly. (2007). Convention on the rights of persons with disabilities: Resolution/adopted by the general assembly, 24 January 2007, A/RES/61/106. Retrieved October 5, 2019, from https://www.refworld.org/docid/45f973632.html.

Van Hees, V., Roeyers, H., & De Mol, J. (2018). Students with autism spectrum disorder and their parents in the transition into higher education: Impact on dynamics in the parent-child relationship. Journal of Autism and Developmental Disorders,48, 3296–3310. https://doi.org/10.1007/s10801-018-3593-y.CrossRefPubMed

Ward, D., & Webster, A. (2017). Understanding the lived experiences of university students with autism spectrum disorder (ASD): A phenomenological study. International Journal of Disability, Development and Education.. https://doi.org/10.1080/1034912X.2017.1403573.CrossRef

White, S. W., Ollendick, T. H., & Bray, B. C. (2011). College students on the autism spectrum: Prevalence and associated problems. Autism,15, 683–701. https://doi.org/10.1177/1362361310393363.CrossRefPubMed

Titel: Perspectives of Former Students with ASD from Australia and New Zealand on Their University Experience
Auteurs: Anastasia H. Anderson
Jennifer Stephenson
Mark Carter
Publicatiedatum: 08-02-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04386-7

Andere artikelen Uitgave 8/2020

Maternal Systemic Lupus Erythematosus, Rheumatoid Arthritis, and Risk for Autism Spectrum Disorders in Offspring: A Meta-analysis

Original Paper

Autistic Traits Do Not Affect Emotional Face Processing in a General Population Sample

Original Paper

Pain Modulation Mechanisms in ASD Adults

Original Paper

Light-Adapted Electroretinogram Differences in Autism Spectrum Disorder

Original Paper

Associations Between Broader Autism Phenotype and Dietary Intake: A Cross-Sectional Study (Japan Environment & Children’s Study)

Original Paper

Visual and Verbal Narrative Comprehension in Children and Adolescents with Autism Spectrum Disorders: An ERP Study

Original Paper

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Perspectives of Former Students with ASD from Australia and New Zealand on Their University Experience

Abstract

Andere artikelen Uitgave 8/2020

Maternal Systemic Lupus Erythematosus, Rheumatoid Arthritis, and Risk for Autism Spectrum Disorders in Offspring: A Meta-analysis

Autistic Traits Do Not Affect Emotional Face Processing in a General Population Sample

Pain Modulation Mechanisms in ASD Adults

Light-Adapted Electroretinogram Differences in Autism Spectrum Disorder

Associations Between Broader Autism Phenotype and Dietary Intake: A Cross-Sectional Study (Japan Environment & Children’s Study)

Visual and Verbal Narrative Comprehension in Children and Adolescents with Autism Spectrum Disorders: An ERP Study

Bohn Stafleu van Loghum

Welkom bij THIM Hogeschool voor Fysiotherapie & Bohn Stafleu van Loghum

Registreer

Login

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Maternal Systemic Lupus Erythematosus, Rheumatoid Arthritis, and Risk for Autism Spectrum Disorders in Offspring: A Meta-analysis

Autistic Traits Do Not Affect Emotional Face Processing in a General Population Sample

Pain Modulation Mechanisms in ASD Adults

Light-Adapted Electroretinogram Differences in Autism Spectrum Disorder

Associations Between Broader Autism Phenotype and Dietary Intake: A Cross-Sectional Study (Japan Environment & Children’s Study)

Visual and Verbal Narrative Comprehension in Children and Adolescents with Autism Spectrum Disorders: An ERP Study