College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here

Autor/inn/en	Flegenheimer, Chaia; Scherf, K. Suzanne
Titel	College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 5, S.2075-2097 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flegenheimer, Chaia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05088-4
Schlagwörter	Autism; Pervasive Developmental Disorders; College Students; Student Development; Young Adults; Readiness; Independent Living; Daily Living Skills; Interpersonal Competence; Outcomes of Education + Suchen Sie Ihr Suchwort? Autismus; Collegestudent; Young adult; Junger Erwachsener; Selbstverantwortung; Alltagsfertigkeit; Interpersonale Kompetenz; Lernleistung; Schulerfolg
Abstract	Autistic individuals often struggle to successfully navigate emerging adulthood (EA). College is an increasingly common context in which individuals learn and hone the necessary skills for adulthood. The goal of this paper is to systematically review and assess the existing research on college as a context of EA development in autistic individuals, particularly in terms of understanding whether and how this context might be critically different for those who are typically developing or developing with other disabilities. Our findings indicate that ASD college students report feeling prepared academically, but exhibit weaknesses in daily living and social skills. Interventions largely focus on social skills, and rarely evaluate outcomes relevant to college success or longer-term emerging adulthood independence. We conclude with hypotheses and recommendations for future work that are essential for understanding and supporting ASD students as they navigate potentially unique challenges in college and their transition to independence during EA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01