scholarly journals Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

2012 ◽  
Vol 43 (7) ◽  
pp. 1539-1546 ◽  
Author(s):  
Xin Wei ◽  
Jennifer W. Yu ◽  
Paul Shattuck ◽  
Mary McCracken ◽  
Jose Blackorby
Keyword(s):  
College Students ◽  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Science Technology ◽  
And Mathematics

scholarly journals Supporting Students with an Autism Spectrum Disorder in Engineering: K-12 and Beyond

2021 ◽  
Vol 24 (1) ◽  
pp. 1-21
Author(s):  
Jennifer L. Kouo ◽  
◽  
Alexis E. Hahn ◽  
Sarah Morton ◽  
Jay Gregorio ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Instructional Strategies ◽  
Empirical Studies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Employment Preparation ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives of engineering educators and suggested strategies aimed at supporting students with ASD in K-12 instruction and higher education. Additionally, recommendations regarding employment preparation and shifting the workplace environment to support individuals with ASD are presented. The available literature reveals limitations and implications for future research including the presentation of the voices of individuals with ASD across the spectrum. Furthermore, there continues to be work that must be done to prepare educators, employers, peers, and colleagues to better understand the disability and support individuals with ASD in all contexts.

scholarly journals Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study

Autism ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Katie Maras ◽  
Tim Gamble ◽  
Mark Brosnan
Keyword(s):  
Autism Spectrum Disorder ◽  
Mathematics Learning ◽  
Educational Interventions ◽  
Autism Spectrum ◽  
Feedback Condition ◽  
Spectrum Disorder ◽  
Metacognitive Monitoring ◽  
Before And After ◽  
Post Test ◽  
And Mathematics

Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the ‘Maths Challenge’) for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom.

Accommodations and support services preferred by college students with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (3) ◽  
pp. 574-583 ◽  
Author(s):  
Amy L Accardo ◽  
S Jay Kuder ◽  
John Woodruff
Keyword(s):  
College Students ◽  
Autism Spectrum Disorder ◽  
Support Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Counseling Services ◽  
Faculty Mentor ◽  
Sequential Mixed Methods ◽  
Academic Supports ◽  
Students With Autism

This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder.

Evaluation of Overhand Throwing Among College Students With and Without Autism Spectrum Disorder

2021 ◽  
Vol 38 (1) ◽  
pp. 43-61
Author(s):  
Teri A. Todd ◽  
Keely Ahrold ◽  
Danielle N. Jarvis ◽  
Melissa A. Mache
Keyword(s):  
College Students ◽  
Autism Spectrum Disorder ◽  
Young Adults ◽  
Three Dimensional ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Overhand Throw ◽  
Ball Velocity ◽  
Overhand Throwing ◽  
Adults With Asd

Children with autism spectrum disorder (ASD) typically demonstrate deficits in gross motor skills such as the overhand throw. It has not been determined whether such deficits persist into adulthood. Therefore, the purpose of this study was to examine the kinematics and developmental level of overhand throws among young adults with and without ASD. Three-dimensional motion-capture data were collected during overhand throwing trials performed by 20 college students (10 students with ASD). Individuals with ASD demonstrated similar throw duration, stride length, and step width but a longer acceleration phase and slower ball velocity than individuals without ASD. Young adults with ASD also performed the overhand throw with less developmental proficiency than those without ASD. Specifically, individuals with ASD exhibited developmental deficits in the backswing and composite throwing score. Motor skill interventions for individuals with ASD should address throwing skills, with a particular focus on the preparatory phase of the overhand throw.

Sign in / Sign up

Export Citation Format

Share Document