Perceptions of Students with Autism and Their Parents: The College Experience.

Saved in:

Bibliographic Details
Title:	Perceptions of Students with Autism and Their Parents: The College Experience.
Authors:	Hendrickson, Jo M., Woods-Groves, Suzanne, Rodgers, Derek B., Datchuk, Shawn
Source:	Education & Treatment of Children (West Virginia University Press). Nov2017, Vol. 40 Issue 4, p571-596. 26p.
Subjects:	Autism spectrum disorders, Psychology of students, Postsecondary education, Psychological adaptation, Life skills, Interpersonal relations
Abstract:	Students with autism spectrum disorder (ASD) are attending postsecondary programs at unprecedented rates. Transitions are especially challenging for students with ASD, yet little is known about critical transitions during the college experience. Using the College Adjustment Program Evaluation Scales (CAPES), we examined student and parent perspectives across five dimensions: Student Life, Emotional Adjustment, Independent Living Skills, Interpersonal Relationships, and Self-Advocacy. Sixteen participants--eight students and eight parents, completed the CAPES at the end of fall semester of year one and the end of spring semester year two. Student and parent CAPES ratings were uniformly positive with some differences. We found large effect sizes across dimensions and significant differences in Student Life, Independent Living, and Interpersonal Relationships with parent ratings higher than student ratings. An item analysis revealed specific challenges and skills salient to the results. Implications for supports for students with ASD, higher education practices, and transition research are discussed. [ABSTRACT FROM AUTHOR]
	Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	Students with autism spectrum disorder (ASD) are attending postsecondary programs at unprecedented rates. Transitions are especially challenging for students with ASD, yet little is known about critical transitions during the college experience. Using the College Adjustment Program Evaluation Scales (CAPES), we examined student and parent perspectives across five dimensions: Student Life, Emotional Adjustment, Independent Living Skills, Interpersonal Relationships, and Self-Advocacy. Sixteen participants--eight students and eight parents, completed the CAPES at the end of fall semester of year one and the end of spring semester year two. Student and parent CAPES ratings were uniformly positive with some differences. We found large effect sizes across dimensions and significant differences in Student Life, Independent Living, and Interpersonal Relationships with parent ratings higher than student ratings. An item analysis revealed specific challenges and skills salient to the results. Implications for supports for students with ASD, higher education practices, and transition research are discussed. [ABSTRACT FROM AUTHOR]
ISSN:	07488491
DOI:	10.1353/etc.2017.0025