College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here.
College as a Developmental Context for Emerging Adulthood in Autism: A Systematic Review of What We Know and Where We Go from Here.
复制标题
DOI：
10.1007/s10803-021-05088-4
复制
发表时间：
2022-05
影响因子：
3.9
通讯作者：
Scherf KS
中科院分区：
文献类型：
--
作者：
Flegenheimer C;Scherf KS
自闭症患者通常很难成功地驾驭成年期（EA）。大学是一个越来越普遍的背景下，个人学习和磨练必要的技能，为成年。本文的目标是系统地回顾和评估现有的研究大学作为自闭症患者EA发展的背景下，特别是在underdressing是否以及如何这种情况下可能是严重不同的那些谁是典型的发展或发展与其他残疾。我们的研究结果表明，ASD大学生报告说，他们在学术上做好了准备，但在日常生活和社交技能方面表现出弱点。干预措施主要集中在社交技能上，很少评估与大学成功或长期成年独立相关的结果。我们的结论与假设和建议，为未来的工作是必不可少的理解和支持ASD的学生，因为他们在大学和他们的过渡到独立EA期间导航潜在的独特挑战。
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 underdressing 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.
登录
查看更多内容
影响因子：
5.2
作者：
Bailey, Kathryn M.;Frost, Kyle M.;Ingersoll, Brooke
通讯作者：
Ingersoll, Brooke
影响因子：
3.9
作者：
Anderson, Connie;Butt, Catherine
通讯作者：
Butt, Catherine
影响因子：
5.2
作者：
Bal, Vanessa Hus;Kim, So-Hyun;Lord, Catherine
通讯作者：
Lord, Catherine
影响因子：
3.9
作者：
BAKER, RW;SIRYK, B
通讯作者：
SIRYK, B
影响因子：
2.5
作者：
Brooks, Whitney T.;Benson, Betsey A.
通讯作者：
Benson, Betsey A.