{"title":"Promoting Success in College: A Scoping Review of Autistic Students’ Postsecondary Education Experiences","authors":"","doi":"10.1007/s40489-024-00448-z","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <span> <h3>Objective</h3> <p>To identify and analyze peer-reviewed qualitative or mixed methods studies published in the last 10 years that examined autistic individuals’ perspectives on their postsecondary experiences.</p> </span> <span> <h3>Data Sources</h3> <p>A scoping review was conducted in the PsycInfo, PubMed, Google Scholar, and Web of Science databases for studies published between January 2013 and March 2023 in the USA for studies focusing on the experiences of autistic college students. Studies were excluded from consideration if they did not include autistic individuals as participants, were not published in the USA, were case studies, review articles, or experimental designs testing an intervention.</p> </span> <span> <h3>Data Synthesis</h3> <p>Twenty-two studies were included in this scoping review. The main themes were: availability in services and service gaps, mental and physical health, individual characteristics, strategies for success, identity and disclosure, and social environment/supports. Across numerous studies, many students reported that the services they received were either inappropriate to their needs or inadequate to promote academic and social success in a postsecondary educational environment. However, many participants in the articles reviewed mention college as a fruitful environment for finding special interest clubs and bonding with other students with similar interests, indicating that college can be a conducive environment for expanding social horizons and finding social support.</p> </span> <span> <h3>Conclusions</h3> <p>Findings from the articles reviewed above indicate that, while many autistic college students have positive experiences with campus life and certain services received through disability supports and other campus resources, there is still much to be desired in the college experiences of many autistic students. Despite the needs of this population, the extant literature is scant and sample sizes are small. With more autistic young adults heading to college than ever before, it is critical to understand the experiences of these students.</p> </span>","PeriodicalId":46647,"journal":{"name":"Review Journal of Autism and Developmental Disorders","volume":"13 1","pages":""},"PeriodicalIF":2.9000,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Review Journal of Autism and Developmental Disorders","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s40489-024-00448-z","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
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Abstract
Objective
To identify and analyze peer-reviewed qualitative or mixed methods studies published in the last 10 years that examined autistic individuals’ perspectives on their postsecondary experiences.
Data Sources
A scoping review was conducted in the PsycInfo, PubMed, Google Scholar, and Web of Science databases for studies published between January 2013 and March 2023 in the USA for studies focusing on the experiences of autistic college students. Studies were excluded from consideration if they did not include autistic individuals as participants, were not published in the USA, were case studies, review articles, or experimental designs testing an intervention.
Data Synthesis
Twenty-two studies were included in this scoping review. The main themes were: availability in services and service gaps, mental and physical health, individual characteristics, strategies for success, identity and disclosure, and social environment/supports. Across numerous studies, many students reported that the services they received were either inappropriate to their needs or inadequate to promote academic and social success in a postsecondary educational environment. However, many participants in the articles reviewed mention college as a fruitful environment for finding special interest clubs and bonding with other students with similar interests, indicating that college can be a conducive environment for expanding social horizons and finding social support.
Conclusions
Findings from the articles reviewed above indicate that, while many autistic college students have positive experiences with campus life and certain services received through disability supports and other campus resources, there is still much to be desired in the college experiences of many autistic students. Despite the needs of this population, the extant literature is scant and sample sizes are small. With more autistic young adults heading to college than ever before, it is critical to understand the experiences of these students.
期刊介绍：
The Review Journal of Autism and Developmental Disorders publishes original articles that provide critical reviews of topics across the broad interdisciplinary research fields of autism spectrum disorders. Topics range from basic to applied and include but are not limited to genetics, neuroscience, diagnosis, applied behavior analysis, psychopharmacology, incidence, prevalence, etiology, differential diagnosis, treatment, measurement of treatment effects, education, perception and cognition. Topics across the life span are appropriate. In addition, given the high rates of comorbid conditions, the interface of sleep disorders, feeding problems, motor difficulties, ADHD, anxiety, depression and other disorders with autism spectrum disorders are appropriate. The Journal aims for an international audience as reflected in the editorial board.
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