THE STRESS OF THE UNIVERSITY EXPERIENCE FOR STUDENTS WITH ASPERGER’S SYNDROME

Literature Review

Annotated by Sarah Weitzel and Samantha Rohrbaugh FULL CITATION ABSTRACT SUMMARY CRITIQUES AND LIMITATIONS FOLLOW-UP Glennon, T. J. (2001). The stress of the university experience for students with Asperger’s syndrome. Work, 17(3), 183-190. Introduction: College students, with or without disabilities, are faced with numerous stressful situations within the university environment. For an individual diagnosed with Asperger syndrome,…

LONELINESS, SOCIAL RELATIONSHIPS, AND A BROADER AUTISM PHENOTYPE IN COLLEGE STUDENTS

Literature Review

Annotated by Kara Smith and Michael Hong FULL CITATION ABSTRACT SUMMARY CRITIQUES AND LIMITATIONS FOLLOW-UP Job, L. E., & White, S. W. (2007). Loneliness, social relationships, and a broader autism phenotype in college students. Personality and Individual Differences, 42(8), p. 1479-1489. doi:10.1016/j.paid.2006.10.021 Introduction: Impaired social functioning is a hallmark of autism spectrum conditions.   Objective: The purpose of…

Fast Fact #12

Fast Facts

University Life with ASD: Faculty Knowledge and Student Needs Students with ASD are frustrated with trying to access support. Source: Zeedyk, S.M., Boulourian. Y., & Blacher, J. (2019). University life with ASD: Faculty knowledge and student needs. Autisn, 23, 726-736. https://doi.org/10.1177/1362361318774148   This material is based, in part, upon work supported by the National Science Foundation…

COLLEGE STUDENTS ON THE AUTISM SPECTRUM: PREVALENCE AND ASSOCIATED PROBLEMS

Literature Review

Annotated by Michael Hong, Kara Smith FULL CITATION ABSTRACT SUMMARY CRITIQUES AND LIMITATIONS FOLLOW-UP White, S. W., Ollendrick, T. H., Bray, B. C. (2011). College students on the autism spectrum: Prevalence and associated problems. Sage Publications and the National Autistic Society, 15(6), 683-701. Introduction: As more young people are identified with autism spectrum diagnoses without co-occurring intellectual…

Fast Fact #11

Fast Facts

Narratives of the University Experience from Students with ASD or ADHD Some students felt it was constructive to disclose their diagnosis to professors. Other students described negative reactions to disclosure. This material is based, in part, upon work supported by the National Science Foundation under Grant Number 1612090. Any opinions, findings, and conclusions or recommendations…

Fast Fact #10

Fast Facts

College Success Means More than Just Grades Researchers asked students “how do you define success as a college student?” Their answers suggest students seek accomplishment both inside and outside the classroom. Source: Accardo, A. L. (2017). College-bound young adults with ASD: Self-reported factors promoting and inhibiting success. DADD Online Journal: Research to Practice, 4(1), 36-46. This material is…

Fast Fact #9

Fast Facts

Mentoring can be more than academic. Typical accommodations for students with autism in higher education focus on academic issues. But students with autism might also benefit from mentors focused on social and emotional needs. Such guidance would be especially important for students just beginning their college experience. This material is based, in part, upon work…

Fast Fact #8

Fast Facts

Why don’t accommodations always work? Formal accommodations may not adequately support students’ academic needs. One reason for this deficiency is that student accommodations are not always fulfilled by teachers, which can be very challenging for students. Students reported various challenges with their accommodations: Professors do not always understand why accommodations are necessary, or exactly how…

Fast Fact #7

Fast Facts

Accommodations and Support in Higher Education: Insights from the Autism Community Formal accommodations may not adequately support students’ academic needs. One reason for this deficiency is that teachers do not always fulfill student accommodations, which can be very challenging for students. Students reported various challenges with their accommodations: Professors do not always understand why accommodations are…

Fast Fact #6

Fast Facts

Family Matters… To Continuous Employment and Education! “There were no significant associations between group and any of the individual factors (i.e., IQ, adaptive behavior, autism severity, behavior problems, and stress reactivity). In terms of family factors, relative to parents of youth without a disruption, parents of those who experienced a vocational/PSE disruption had higher depressive…