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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-08-2015 | Original Paper

Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma

Auteurs: Kristen Gillespie-Lynch, Patricia J. Brooks, Fumio Someki, Rita Obeid, Christina Shane-Simpson, Steven K. Kapp, Nidal Daou, David Shane Smith

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2015

Abstract

College students with autism may be negatively impacted by lack of understanding about autism on college campuses. Thus, we developed an online training to improve knowledge and decrease stigma associated with autism among college students. Participants (N = 365) completed a pre-test, online training, and post-test. Women reported lower stigma towards autism than men. Participation in the training was associated with decreased stigma and increased knowledge about autism. Although participants exhibited relatively high baseline knowledge of autism, misconceptions were common, particularly in open-ended responses. Participants commonly confused autism with other disorders, such as learning disabilities. This study suggests that online training may be a cost-effective way to increase college students’ understanding and acceptance of their peers with autism.

vorige artikel The Effects of DSM-5 Criteria on Number of Individuals Diagnosed with Autism Spectrum Disorder: A Systematic Review

volgende artikel Mother–Child Interaction as a Window to a Unique Social Phenotype in 22q11.2 Deletion Syndrome and in Williams Syndrome

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Titel: Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma
Auteurs: Kristen Gillespie-Lynch
Patricia J. Brooks
Fumio Someki
Rita Obeid
Christina Shane-Simpson
Steven K. Kapp
Nidal Daou
David Shane Smith
Publicatiedatum: 01-08-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-015-2422-9

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