Adaptive Behavior of College Students with Autism

Autor/inn/en	Viezel, Kathleen D.; Freer, Benjamin; Morgan, Chelsea D.
Titel	Adaptive Behavior of College Students with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 37 (2022) 1, S.56-65 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Viezel, Kathleen D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576211056291
Schlagwörter	Autism; Pervasive Developmental Disorders; Student Adjustment; College Freshmen; Grade Point Average; Academic Persistence; Barriers; Academic Ability; Communication Skills; Socialization; Daily Living Skills; Student Behavior; Cognitive Ability; Predictor Variables; College Entrance Examinations; Intelligence Quotient; Adjustment (to Environment); Behavior Rating Scales; Adults; Intelligence Tests; Children; SAT (College Admission Test); Vineland Adaptive Behavior Scales; Wechsler Adult Intelligence Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Autismus; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienanfänger; Kommunikationsstil; Socialisation; Sozialisation; Alltagsfertigkeit; Student behaviour; Schülerverhalten; Denkfähigkeit; Prädiktor; Aufnahmeprüfung; Intelligenzquotient; Intelligence test; Intelligenztest; Child; Kind; Kinder
Abstract	As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group (N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those that included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01