Literaturnachweis - Detailanzeige
Autor/inn/en | Krumpelman, Megan L.; Hord, Casey |
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Titel | Experiences of Young Adults with Autism without Co-Occurring Intellectual Disability: A Review of the Literature |
Quelle | In: Education and Training in Autism and Developmental Disabilities, 56 (2021) 1, S.70-82 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2154-1647 |
Schlagwörter | Autism; Pervasive Developmental Disorders; Young Adults; Experience; Barriers; Adjustment (to Environment); Mental Health; Clinical Diagnosis; Academic Achievement; Gender Differences; Asperger Syndrome; Foreign Countries; Student Experience; High School Graduates; Coping; Postsecondary Education; College Students; Student Personnel Services; Self Disclosure (Individuals); Student Needs; Quality of Life; Activities; Leisure Time; Interpersonal Relationship; Sexual Abuse; Bullying; United States; Australia; Netherlands; Taiwan; United Kingdom; Canada Autismus; Young adult; Junger Erwachsener; Erfahrung; Psychohygiene; Schulleistung; Geschlechterkonflikt; Asperger-Syndrom; Ausland; Studienerfahrung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Bewältigung; Post-secondary education; Tertiäre Bildung; Collegestudent; Lebensqualität; Freizeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sexueller Missbrauch; Mobbing; USA; Australien; Niederlande; Großbritannien; Kanada |
Abstract | The purpose of this literature review was to analyze and synthesize the most current research about the experiences of young adults with autism spectrum disorder (ASD) without co-occurring intellectual disability (ID). Based on the inclusion and exclusion criteria, 10 empirical research studies from 2009-2019 were selected for review including quantitative, qualitative, and mixed methods studies. The research questions for this review involved identifying themes regarding the academic, non-academic and gendered experiences of young adults with ASD without ID. After analysis and synthesis, 12 subthemes emerged. The results indicate that the transition from high school, mental health, and misdiagnosis are some of the factors that contribute to this population's ability for success, among others discussed in the review. The findings of this review indicate that these individuals can often be overlooked as being someone in need of intervention because of their perceived academic success; however, they still require supports in other domains in order to ensure a higher quality of life. (As Provided). |
Anmerkungen | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |