scholarly journals Examining Growth Among College Students With Intellectual and Developmental Disability: A Longitudinal Study

2020 ◽  
pp. 014544552098296
Author(s):  
Chung Eun Lee ◽  
Tammy Lynn Day ◽  
Erik William Carter ◽  
Julie Lounds Taylor
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Adaptive Behavior ◽  
Longitudinal Design ◽  
The United States ◽  
Self Determination ◽  
First Year ◽  
Intellectual And Developmental Disability ◽  
Formative Time ◽  
Collegiate Experience

Inclusive postsecondary education programs for adults with intellectual and developmental disabilities (IDD) are proliferating across the United States. Although college can be a formative time for any student, there has been limited research on the growth that college students with IDD may experience during their time on campus. We address this gap by using a longitudinal design to examine the adaptive behavior, self-determination, executive functioning, and social skills of college students with IDD across three points in time—upon initial entry into the program, at the end of their first year, and at the end of their second year. Analyses suggested significant improvements in adaptive behavior and self-determination across the first year of the program. We offer recommendations for research and practice aimed at documenting and promoting growth for students with IDD throughout their collegiate experience.

scholarly journals Examining and Promoting Sleep Health in the Undergraduate Classroom: A Mixed-Methods Approach

2021 ◽  
Vol 18 (23) ◽  
pp. 12297
Author(s):  
Natalie Dautovich ◽  
Ashley MacPherson ◽  
Sarah Ghose ◽  
Claire Williams ◽  
Morgan Reid ◽  
...  
Keyword(s):  
College Students ◽  
Mixed Methods ◽  
Health Behaviors ◽  
Classroom Environment ◽  
Sleep Disturbances ◽  
Health Behavior Change ◽  
The United States ◽  
Self Determination ◽  
Sleep Health ◽  
Psychology Courses

Objective: Although college students are at heightened risk for sleep disturbances, healthy sleep is associated with positive physical, cognitive, psychological, and academic benefits for this group. The goals of the current study were to (1) describe sleep health in an undergraduate college sample and (2) examine the role of a class activity using self-determination theory to promote better sleep health in this group. Methods: A cohort study was conducted using data drawn from class activities conducted in two undergraduate Introduction to Psychology courses. Students were undergraduates at a mid-Atlantic public university in the United States. Total sample size was N = 224 (intervention class [n = 98], and the control class [n = 127]). Both the intervention and control classes completed the RU SATED sleep health questionnaire at the beginning and the end of the semester. The intervention class also completed a self-determination activity focused on sleep health mid-semester. Both the RU SATED questionnaires and the self-determination activities were completed via in-class responder technology. Data were de-identified and downloaded from the responder technology at the end of the semester. Mixed methods were used for data analysis including quantitative analyses and a qualitative approach using a phenomenological, inductive, and reflexive qualitative method whereby themes were allowed to emerge from the data. Results: Overall, almost 25% of the students reported never or rarely obtaining healthy sleep on average. The majority (76%) said they sometimes have healthy sleep and no students reported usually or always obtaining healthy sleep. The components of sleep health the entire sample scored highest on were timing (sleeping between 2 and 4 AM), sleep duration (between 7 and 9 h), and staying awake during the day. The areas they scored the lowest on were maintaining regular bed and wake times, spending less than 30 min awake at night, and feeling satisfied with their sleep. Qualitatively, the most frequently obtained sleep health behaviors of the intervention class were rhythmicity, prioritizing sleep, timing of sleep, and tech hygiene. The intervention class had significantly better sleep health across the entire semester and significantly better daytime alertness post-intervention. The most commonly chosen sleep health behaviors to change were sleep hygiene, tech hygiene, and stimulus control. Conclusion: We examined the classroom environment as a venue for promoting sleep health among college students. Given the popularity of Introduction to Psychology courses, this class is a promising avenue to deliver sleep health promotions to a large number of students. The implementation of a self-determination framework, as part of sleep health promotion, shows potential for creating a person-centered, strengths-based approach to health behavior change within this population.

scholarly journals Uncovering whiteness as discourse: A critical discourse analysis of the in-state resident tuition debate for undocumented students in Texas

2021 ◽  
Vol 29 ◽  
pp. 52
Author(s):  
Nicholas Tapia-Fuselier ◽  
Veronica A. Jones ◽  
Clifford P. Harbour
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Postsecondary Education ◽  
The United States ◽  
Critical Discourse ◽  
Policy Discourse ◽  
Structural Barriers ◽  
State Resident ◽  
Undocumented College Students

Undocumented college students in the United States encounter a number of structural barriers to postsecondary education success, including disparate in-state resident tuition (ISRT) policies across the country. Texas, the first state to establish ISRT benefits for undocumented college students, has been a site of tension respective to this issue over the last 20 years. In fact, there have been eight legislative attempts to repeal the state’s affirmative ISRT policy. In order to investigate this ongoing ISRT debate in Texas, we used critical discourse analysis methods to analyze the implicit and explicit messages communicated in the policy and surrounding policy discourse. Our conceptual framework, grounded in three constructs of critical whiteness studies including ontological expansiveness, color evasiveness, and individualization, allowed us to uncover whiteness as a pernicious undergirding force within this policy discourse.

A Longitudinal Investigation of Dropout from College in the United States

2002 ◽  
Vol 4 (2) ◽  
pp. 173-201 ◽  
Author(s):  
Terry T. Ishitani ◽  
Stephen L. DesJardins
Keyword(s):  
United States ◽  
College Students ◽  
Financial Aid ◽  
The United States ◽  
Dropout Rates ◽  
First Year ◽  
Student Financial Aid ◽  
Student Dropout ◽  
Longitudinal Investigation ◽  
Over Time

This study investigates the dropout behavior of college students in the United States. Previous attrition studies have typically focused on dropout at specific points in time, such as the first year of enrollment. In this study we examine the timing of dropout over a five-year period and find that factors that affect student dropout often have effects that change over time. For instance, the results demonstrate that students who receive financial aid generally have lower dropout rates than non-aided students. But of special interest is our findings that dropout rates vary depending on the amount and timing of student financial aid.

Precollege Exposure to Racial/Ethnic Difference and First-Year College Students’ Racial Attitudes

2014 ◽  
Vol 116 (10) ◽  
pp. 1-20
Author(s):  
Nicholas A. Bowman ◽  
Dafina-Lazarus Stewart
Keyword(s):  
College Students ◽  
Racial Attitudes ◽  
Ethnic Difference ◽  
The United States ◽  
Equation Modeling ◽  
First Year ◽  
First Year College ◽  
Interracial Friendships ◽  
First Year College Students ◽  
Racial Ethnic

Background/Context Despite burgeoning racial and ethnic heterogeneity within the United States, many students grow up in racially homogeneous schools and neighborhoods. This lack of interracial interaction appears to play a substantial role in shaping students’ racial attitudes and world views upon entering college. Purpose/Objective/Research Question/Focus of Study The aim of the study was to examine the relationships among multiple forms of precollege exposure to racial/ethnic diversity and racial attitudes (e.g., perceptions of workplace discrimination) upon entering college. Research Design A quantitative survey examined attitudes, precollege environments, and other indicators among 3,924 entering first-year college students (with approximately equal numbers of Asian Americans, Blacks, Hispanics, and Whites) at 28 U.S. colleges and universities. Structural equation modeling analyses were conducted on the full sample as well as several racial/ethnic groups separately. Conclusions/Recommendations Findings indicated that exposure to racial/ethnic difference in students’ precollege neighborhoods and schools predict high school interracial friendships, which in turn predict their complex racial attitudes. The multigroup analyses further demonstrate that the relationships between interracial friendships and multiple racial attitudes are nonsignificant among White students, but significant for all other groups. These findings have implications for the promotion of meaningful curricular and cocurricular diversity interventions both before and during college.

scholarly journals Potential differences between the political attitudes of people with same-sex parents and people with different-sex parents: An exploratory assessment of first-year college students

PLoS ONE ◽  
2021 ◽  
Vol 16 (2) ◽  
pp. e0246929
Author(s):  
Andrew R. Flores ◽  
Maisy Morrison
Keyword(s):  
United States ◽  
College Students ◽  
The United States ◽  
The Political ◽  
First Year ◽  
Same Sex ◽  
Same Sex Couples ◽  
First Year College ◽  
First Year College Students ◽  
Same Sex Parents

Children were often near the center of public debates about legal marriage recognition for same-sex couples. Obergefell v. Hodges (2015), the case that resulted in legal same-sex marriage recognition, stressed the importance of these children as one of many factors compelling the opinion. Estimates indicated same-sex couples were raising 200,000 children in the United States. Children raised by same-sex couples may be politically socialized in distinct ways compared to children of different-sex couples because lesbians, gay men, and bisexuals tend to hold distinct and progressive political viewpoints on a wide variety of issues. What are the political attitudes of people with same-sex parents? In this exploratory study, we analyze a large, representative survey of first-year college students across the United States; we find few differences between people with same-sex and different-sex parents, and some of those differences may be attributable to households and respondent characteristics. When on the rare occasion a difference exists, we find that people with same-sex female parents are more progressive, but people with same-sex male parents are more conservative. Gender differences also emerged, with some distinctive patterns between males with same-sex parents and females with same-sex parents.

An Exploration of Digital Storytelling Creation and Media Production Skill Sets in First Year College Students

2014 ◽  
Vol 4 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Scott Spicer ◽  
Charles Miller
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Self Efficacy ◽  
Digital Storytelling ◽  
Media Production ◽  
First Year ◽  
Skill Sets ◽  
First Year College ◽  
Before And After ◽  
First Year College Students

Though recent advancements in media and computing technologies have fostered greater instructor adoption of student media assignments, few studies have examined the role these projects play in the development of student media production skill sets. This study surveyed 12 first year college students in a postsecondary education class, each responsible for producing a digital story project communicating issues related to water sustainability. Students responded to a self-efficacy survey questionnaire before and after the production process, rating their confidence on ability to perform specific required and optionally suggested production tasks related to media components in the assignment. A paired t-test was employed to compare student responses from the pre and post self-efficacy survey questionnaires. Results from this study indicate significant gains in student self-efficacy beliefs on media production tasks that were required, while response changes for the optional tasks were found to be not statistically significant. Findings from this study suggest that digital storytelling projects can be beneficial in the development of student media production skill sets. To optimize opportunities for this development, instructors are encouraged to consider specific required media components with relevant production tasks and skill sets when designing a digital storytelling assignment.

Adaptive Behavior of College Students With Autism

2021 ◽  
pp. 108835762110562
Author(s):  
Kathleen D. Viezel ◽  
Benjamin Freer ◽  
Chelsea D. Morgan
Keyword(s):  
College Students ◽  
Academic Success ◽  
Adaptive Behavior ◽  
Autism Spectrum ◽  
First Year ◽  
Sat Scores ◽  
Grade Point ◽  
First Semester ◽  
College Ready ◽  
Living Skills

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 those 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 which 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.

Exploring Inclusion of College Students With IDD in Campus Recreation Through the Lens of Recreation Departments’ Organizational Level Stakeholders

2020 ◽  
pp. 155886612098259
Author(s):  
Lindsey R. Oakes ◽  
Tracy R. Nichols ◽  
Stuart J. Schleien ◽  
Robert W. Strack ◽  
Jeffrey J. Milroy
Keyword(s):  
United States ◽  
College Students ◽  
Postsecondary Education ◽  
The United States ◽  
Organizational Level ◽  
Campus Recreation ◽  
Time Zone ◽  
Frontline Staff ◽  
Individual Interviews ◽  
Document Review

Participation in recreation can produce health benefits for all college students and open pathways to inclusion for individuals with intellectual and/or developmental disabilities (IDD). Despite the growing number of college students with IDD on over 260 college campuses across the United States, there is a dearth of literature exploring their inclusion within campus recreation. This study examined how organizational culture of campus recreation departments and inclusive postsecondary education (IPSE) programs support and inhibit inclusion of college students with IDD. A constructivist qualitative case study design, which was instrumental and collective, was used with two universities in the Eastern Time Zone and one university in the Central Time Zone of the United States. A document review and individual interviews with administrative and frontline staff were conducted with each campus recreation department. An iterative and comparative process of analysis was utilized and included the use of poetic analysis. The results of this study revealed a critical need to assess and examine the inclusion of these students within campus life at large.

scholarly journals Know Your Safe Drinking Skills: Adaptation Strategies for the College Effect

2022 ◽  
Vol 11 (1) ◽  
pp. 18
Author(s):  
Carolyn A. Lin ◽  
John L. Christensen ◽  
Anne Borsai Basaran
Keyword(s):  
College Students ◽  
The United States ◽  
First Year Experience ◽  
First Year ◽  
Alcohol Prevention ◽  
Post Intervention ◽  
College Life ◽  
First Year College ◽  
First Year College Students ◽  
Drinking Frequency

Objective: The current study investigates the effects of an alcohol-prevention program delivered to college students in a formal classroom setting. Participants: The sample comprised 231 first-year college students who enrolled in a multisection “First Year Experience” course at a large northeastern university in the United States. Method: A naturalistic experiment was conducted, with a baseline evaluation at the beginning of the semester and a post-experiment evaluation near the end of the semester. Results: Social drinking attitudes, proximal drinking norm and the college effect are significant predictors of pre- and post-intervention episodic drinking frequency. The intervention reduced episodic drinking frequency as well as perceived distal and proximal drinking norms. It also increased drinking attitudes and did not change perceived efficacy or drinking-outcome expectancies. Conclusions: Practitioners could consider implementing a similar intervention to allow students to learn and practice safe drinking skills in the first year of their college life.

Development and Evaluation of the Inventory of New College Student Adjustment

2018 ◽  
Vol 22 (3) ◽  
pp. 425-440 ◽  
Author(s):  
Joshua C. Watson ◽  
A. Stephen Lenz
Keyword(s):  
College Students ◽  
College Student ◽  
Convergent Validity ◽  
The United States ◽  
First Year ◽  
Student Adjustment ◽  
Confirmatory Factor Analyses ◽  
First Year College ◽  
College Student Adjustment ◽  
First Year College Students

The Inventory of New College Student Adjustment (INCA) was developed to assist college student personnel in assessing adjustment difficulties experienced by first-year college students. A sample of 474 first-year college students (282 women, 59%; 192 men, 41%) enrolled in a first-year seminar course at a medium-sized 4-year university in the central southern region of the United States completed the INCA. Exploratory and confirmatory factor analyses confirmed a two-factor scale explaining 47.17% of the variance in scores. Convergent validity analyses support the INCA as a sufficiently valid measure suitable for use as a brief screening tool in both research and practice settings.

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