scholarly journals Brief Report: Self-Reported Academic, Social, and Mental Health Experiences of Post-Secondary Students with Autism Spectrum Disorder

2017 ◽  
Vol 48 (3) ◽  
pp. 643-650 ◽  
Author(s):  
Scott L. J. Jackson ◽  
Logan Hart ◽  
Jane Thierfeld Brown ◽  
Fred R. Volkmar
Keyword(s):  
Mental Health ◽  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Post Secondary ◽  
Health Experiences ◽  
Students With Autism ◽  
Post Secondary Students

scholarly journals Functionality, Impact, and Satisfaction of a Web-Based and Mobile Application Support Program for Students with Autism Spectrum Disorder

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Monica Bellon-Harn ◽  
Vinaya Manachaiah
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Mobile Application ◽  
College Graduates ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Support Program ◽  
Web Based ◽  
Students With Autism

This paper presents the functionality, impact and satisfaction of a self-management web-based or mobile application student support program (i.e., College Connect) for post-secondary students with Autism Spectrum Disorder (PSS-ASD) in the United States. Five professionals and four successful college graduates with ASD evaluated College Connectand completed an intervention satisfaction rating and an ePlatform performance questionnaire. College Connect and ePlatform function was modified based on reviewers’ feedback. Following modification, the program was piloted with three high school seniors and one freshman at a two-year college with ASD. Results pointed toward strengths and limitations of the program protocol and future directions.

scholarly journals Exploring the mental health experiences of first generation Afghan, post-secondary students in Toronto Canada

2021 ◽  
Author(s):  
Nargis (Naro) Hussaini
Keyword(s):  
Mental Health ◽  
Secondary Students ◽  
First Generation ◽  
Qualitative Interviews ◽  
Educational Institutions ◽  
Post Secondary ◽  
University Of Toronto ◽  
Health Experiences ◽  
Prejudice And Discrimination ◽  
Post Secondary Students

To explore the mental health experiences of first generation Afghan, post-secondary students in Toronto Canada, qualitative interviews were conducted with three post-secondary Afghan Students from Ryerson University, York University and University of Toronto. This study highlights systemic oppression and institutional barriers that young Afghan adults face as students in post-secondary institutions and the mental health implications faced as a result of on-going prejudice and discrimination. The findings present a compelling case for rethinking the practices and policies that educational institutions have "normalized", using a critical and intersectional analysis in reformulating these practices and policies. The study also highlights the importance of providing a voice to students in planning services and spaces that encourage a sense of belonging and support possibilities for success.

scholarly journals Exploring the mental health experiences of first generation Afghan, post-secondary students in Toronto Canada

2021 ◽  
Author(s):  
Nargis (Naro) Hussaini
Keyword(s):  
Mental Health ◽  
Secondary Students ◽  
First Generation ◽  
Qualitative Interviews ◽  
Educational Institutions ◽  
Post Secondary ◽  
University Of Toronto ◽  
Health Experiences ◽  
Prejudice And Discrimination ◽  
Post Secondary Students

To explore the mental health experiences of first generation Afghan, post-secondary students in Toronto Canada, qualitative interviews were conducted with three post-secondary Afghan Students from Ryerson University, York University and University of Toronto. This study highlights systemic oppression and institutional barriers that young Afghan adults face as students in post-secondary institutions and the mental health implications faced as a result of on-going prejudice and discrimination. The findings present a compelling case for rethinking the practices and policies that educational institutions have "normalized", using a critical and intersectional analysis in reformulating these practices and policies. The study also highlights the importance of providing a voice to students in planning services and spaces that encourage a sense of belonging and support possibilities for success.

Customer Service Skill Development for Students With Autism Spectrum Disorder Using Video Modeling

2018 ◽  
Vol 42 (4) ◽  
pp. 246-252 ◽  
Author(s):  
Leslie Ann Bross ◽  
Thomas L. Zane ◽  
Ryan O. Kellems
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Customer Service ◽  
Video Modeling ◽  
Skill Development ◽  
Employment Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism

Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners with ASD that can be used as a viable workplace support.

Technology use as a support tool by secondary students with autism

Autism ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Susan H Hedges ◽  
Samuel L Odom ◽  
Kara Hume ◽  
Ann Sam
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Technology Use ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Report ◽  
Survey Study ◽  
Future Research ◽  
Support Tool ◽  
Students With Autism

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

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