The CAN team regularly reviews other scholars’ articles published in peer-reviewed journals. We hope to make this body of research more user-friendly and readily accessible by providing a summary of each article, offering a brief critique, and discussing the implications of the findings.
Quick Links: Key organizations, services, and resources for students and advocates
College Autism Spectrum: independent organization of professionals whose purpose is to assist students with autism spectrum disorders, and their families.
Wrong Planet: web community designed for individuals (and parents / professionals of those) with Autism, Asperger’s Syndrome, ADHD, PDDs, and other neurological differences.
Autistic Self Advocacy Network (ASAN): activities include public policy advocacy, the development of Autistic cultural activities, and leadership trainings for Autistic self-advocates
Fast Fact #6 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...read more
Fast Fact #5 – Half of the youth with autism did not experience any disruption in education or employment after high school.
Fast Fact #5 Half of the youth with autism did not experience any disruption in education or employment after high school. Among the 36 youth with autism spectrum disorder (ASD)... * 10 people remained in the same activity since high school. * 8 people experienced...read more
This study examined vocational/educational disruption in the 2–3 years after high school for 36 youth with autism spectrum disorder (ASD). Data were collected three times from parents: during youth’s last year of high school and two times after high school exit....read more
ABSTRACT One cause of the underrepresentation of students with disabilities in postsecondary education may be a lack of appropriate and effective accommodations (e.g., West et al., 1993). This study hypothesized that ineffective and inappropriate accommodations result...read more
Parsons, B. M. (2016). Local autism policy networks: Expertise and intermediary organizations. Educational Policy, doi:10.1177/0895904816673743 Introduction: The increasing prevalence of diagnoses for autism spectrum disorder (ASD), now one in 68 children according to...read more
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...read more
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...read more
Glennon, T. J. (2001). The stress of the university experience for students with Asperger syndrome. Work, 17(3), 183-190. Introduction: College students, with or without disabilities, are faced with numerous stressful situations within the university environment. For...read more
[Lit Review] Accommodations and support services for students with autism spectrum disorder (ASD): A national survey of disability resource providers
Brown, K. R. (In Press). Accommodations and support services for students with autism spectrum disorder (ASD): A national survey of disability resource providers. Journal of Postsecondary Education and Disability. Introduction: Students with Autism Spectrum Disorder...read more
[Lit Review] A spectrum of support: Current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges
Brown K. R., Coomes M. D. (2016). A spectrum of support: Current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges. Community College Journal of Research and Practice, 40:6, 465-479, DOI: 10.1080/10668926.2015.1067171...read more
Barnhill, G. (2016). Supporting students with asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31(1), p.3-15. Introduction: With the increasing number of students with Asperger syndrome (AS) and high...read more
[Lit Review] Effects of video modeling on communicative social skills of college students with asperger syndrome
Mason, R. A., Rispoli, M., Ganz, J. B., Boles, M. B., & Orr, K. (2012). Effects of video modeling on communicative social skills of college students with asperger syndrome. Developmental Neurorehabilitation, 15(6), 425-434. Introduction: Empirical support...read more
Anxiety is known to be common among young adults with autism spectrum disorders (ASD), yet little is known about the nature of their experiences or the strategies they use to live and cope with their reported anxiety. In this qualitative study, we began to address...read more
[Lit Review] Indicators of Postsecondary Employment and Education for Youth With Disabilities in Relation to GPA and General Education
Taking required courses for postsecondary education and receiving high grades are important, but alone do not give a clear picture of whether students with disabilities will be successful in post-school academic or employment settings. Assessing non-academic skills related to employment and further education can complete this picture of skills students with disabilities will need after leaving high school. Click here to read more!read more
[Lit Review] A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting
To be successful in university courses, students with intellectual disabilities must have a set of collateral academic skills. Collateral academic skills refer to effective strategies that enable students to access course information and to meet the class requirements outside of course content. Overall students with intellectual disabilities have a hard time learning and generalizing new skills. Systematic instruction and inclusion can help. Click this link to read the full annotation.read more
[Lit Review] The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger’s Disorder
In this study, the average participant rated their knowledge of AD “none to moderate,” and 2/3 indicated that they had to exposure to an individual with AD. Behavior among AD individuals elicited more stigmatization according to the Social Distance Scale than labeling. Additionally, no prior knowledge of behavior leads to stigmatization (not just behavior alone). Click here to read more.read more
[Lit Review] Autism after adolescence: Population-based 13- to 22- year follow-up study of 120 individuals with autism diagnosed in childhood
Out of 120 participants, the outcome was poor in 78% of the cases. In this very emotional and educational study, six of the participants had died at the time of follow-up, and six declined participation. Click this link to read more about the unbelievable statistics.read more
[Lit Review] Transition from School to Adulthood for Youth with Autism Spectrum Disorder: What we Know and what we Need to Know
Parents and teachers may observe depressed mood, anxiety, heightened levels of inappropriate behavior, and victimization by peers in adolescents who have ASD… Overall, youth with ASD reported lower rates of self-determination and satisfaction than other youth with disabilities. Click this link to read the full annotation.read more