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THE LIVED EXPERIENCE OF COLLEGE STUDENTS WITH AUTISM SPECTRUM DISORDER: A PHENOMENOLOGICAL STUDY.

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Title: THE LIVED EXPERIENCE OF COLLEGE STUDENTS WITH AUTISM SPECTRUM DISORDER: A PHENOMENOLOGICAL STUDY.
Authors: HARN, MONICA, AZIOS, JAMIE, AZIOS, MICHAEL, SMITH, ANIELLE
Source: College Student Journal. Winter2019, Vol. 53 Issue 4, p450-464. 15p.
Subjects: College students, Autism spectrum disorders, Undergraduates, Program design (Education), Program development (Education)
Abstract: There is a growing call for evidence-based programs to support college students with autism spectrum disorder (ASD). To optimize success, student support programs should be participant driven and the perspectives of college students with ASD should be included in program designs. However, there are limited firsthand accounts from college students with ASD to guide program development and evaluate program success. This study sought to understand the lived experiences of seven college students with ASD. Although the participants varied in their college level and major, three major themes were consistently expressed. These included shifting perspectives, motivating factors, and to socialize or not to socialize. The research draws upon self-determination theory to explain how participants understood their experiences and inform the development of programming to support students with ASD. [ABSTRACT FROM AUTHOR]
Copyright of College Student Journal is the property of Project Innovation Austin LLC 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
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  Data: THE LIVED EXPERIENCE OF COLLEGE STUDENTS WITH AUTISM SPECTRUM DISORDER: A PHENOMENOLOGICAL STUDY.
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  Data: <searchLink fieldCode="AR" term="%22HARN%2C+MONICA%22">HARN, MONICA</searchLink><br /><searchLink fieldCode="AR" term="%22AZIOS%2C+JAMIE%22">AZIOS, JAMIE</searchLink><br /><searchLink fieldCode="AR" term="%22AZIOS%2C+MICHAEL%22">AZIOS, MICHAEL</searchLink><br /><searchLink fieldCode="AR" term="%22SMITH%2C+ANIELLE%22">SMITH, ANIELLE</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22College+Student+Journal%22">College Student Journal</searchLink>. Winter2019, Vol. 53 Issue 4, p450-464. 15p.
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  Data: <searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+spectrum+disorders%22">Autism spectrum disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Program+design+%28Education%29%22">Program design (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Program+development+%28Education%29%22">Program development (Education)</searchLink>
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  Data: There is a growing call for evidence-based programs to support college students with autism spectrum disorder (ASD). To optimize success, student support programs should be participant driven and the perspectives of college students with ASD should be included in program designs. However, there are limited firsthand accounts from college students with ASD to guide program development and evaluate program success. This study sought to understand the lived experiences of seven college students with ASD. Although the participants varied in their college level and major, three major themes were consistently expressed. These included shifting perspectives, motivating factors, and to socialize or not to socialize. The research draws upon self-determination theory to explain how participants understood their experiences and inform the development of programming to support students with ASD. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of College Student Journal is the property of Project Innovation Austin LLC 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.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Autism spectrum disorders
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      – SubjectFull: Undergraduates
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      – SubjectFull: Program design (Education)
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              Text: Winter2019
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