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Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-10-2014 | Original Paper

Systematic Review of Articles Describing Experience and Supports of Individuals with Autism Enrolled in College and University Programs

Auteurs: Nicholas W. Gelbar, Isaac Smith, Brian Reichow

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2014

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Abstract

The increase in the number of higher-functioning individuals with autism spectrum disorders (ASD) is likely to lead to an increased interest in postsecondary opportunities including degree-granting college and university programs. To provide an understanding of the current evidence-base for supporting individuals with ASD in higher education, this article reports the results of a systematic review of the literature concerning college students with ASD. Overall, 20 articles describing 69 individuals met the inclusion criteria. This small number of articles and participants indicates the scarcity of research on this topic and only two of these studies were experimental in nature. These studies described a video-self modeling intervention and a counseling intervention respectively. Eighteen “case studies” were also present in the literature that described difficulties ranging from anxiety to housing concerns. This review deliniates the limitation of our understanding of effective college programming for individuals with ASD.
vorige artikel How do Typically Developing Deaf Children and Deaf Children with Autism Spectrum Disorder Use the Face When Comprehending Emotional Facial Expressions in British Sign Language?
volgende artikel Brief Report: Are Autistic-Behaviors in Children Related to Prenatal Vitamin Use and Maternal Whole Blood Folate Concentrations?
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Metagegevens
Titel
Systematic Review of Articles Describing Experience and Supports of Individuals with Autism Enrolled in College and University Programs
Auteurs
Nicholas W. Gelbar
Isaac Smith
Brian Reichow
Publicatiedatum
01-10-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 10/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2135-5

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