The Continuum of Support for Building Intimacy Knowledge in College for Students With Intellectual Disability

2021 ◽  
Vol 59 (6) ◽  
pp. 472-486
Author(s):  
Chelsea VanHorn Stinnett ◽  
Anthony J. Plotner ◽  
Kathleen J. Marshall
Keyword(s):  
College Students ◽  
High School ◽  
Intellectual Disability ◽  
Postsecondary Education ◽  
Sexual Relationships ◽  
Future Research ◽  
Choice Making ◽  
Knowledge Types ◽  
Family Home ◽  
The Continuum

Abstract Postsecondary education (PSE) programs allow for college students with intellectual disability to experience a higher level of autonomy in choice making, which they may not have experienced in their family home or high school. This includes choice making related to romantic and sexual relationships. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) was used to examine how PSE programs support college students in building their intimacy knowledge. Types of resources and services used to build intimacy knowledge and the frequency and context in which support was provided were identified and varied across programs. Implications for practice and future research are provided.

Using an Instructional Package to Teach Cardiopulmonary Resuscitation With Automated External Defibrillator to College Students With Intellectual Disability

2018 ◽  
Vol 53 (3) ◽  
pp. 142-152
Author(s):  
Kelly B. Kearney ◽  
Charles Dukes ◽  
Michael P. Brady ◽  
Kalynn Hall Pistorio ◽  
Mary Louise Duffy ◽  
...  
Keyword(s):  
College Students ◽  
Intellectual Disability ◽  
Cardiopulmonary Resuscitation ◽  
Phase 1 ◽  
Future Research ◽  
Automated External Defibrillator ◽  
Safety Skills ◽  
Life Saving ◽  
Instructional Package ◽  
External Defibrillator

Adults with intellectual disability may not learn safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with intellectual disability a basic life-saving skill, specifically how to perform cardiopulmonary resuscitation (CPR) with the use of an automated external defibrillator (AED). Phase 1 of the study used the instructional package to teach the students to perform CPR. Once mastered, Phase 2 of the study taught students to use an AED, incorporating it into the CPR chain. Results showed that the students’ accuracy with the tasks increased after the introduction of the instructional package, generalized to a novel environment, and maintained once the instructional package was removed. Implications and future research are discussed.

College Freshmen's Perceptions of Their High School Experiences

2009 ◽  
Vol 20 (3) ◽  
pp. 438-471 ◽  
Author(s):  
Cynthia Hudley ◽  
Roxanne Moschetti ◽  
Amber Gonzalez ◽  
Su-Je Cho ◽  
Leasha Barry ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
Postsecondary Education ◽  
Low Income ◽  
First Generation ◽  
Peer Group ◽  
First Generation Students ◽  
Strong Argument ◽  
Positive Attitudes ◽  
Talented Students

Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”

Sexting Victimization Among Dating App Users: A Comparison of U.S. and Chinese College Students

2021 ◽  
pp. 088626052110282
Author(s):  
Jia Qu ◽  
Shan Shen ◽  
Ivan Y. Sun ◽  
Ashley K. Farmer ◽  
Jia Xue
Keyword(s):  
College Students ◽  
Interpersonal Relationships ◽  
Social Life ◽  
Online Dating ◽  
Chinese Students ◽  
Sampling Strategy ◽  
Sexual Relationships ◽  
Self Control ◽  
Future Research ◽  
Technological Advancement

The widespread use of digital technology and devices has fundamentally transformed people’s social life in recent decades, particularly in interpersonal relationships. Two popular social phenomena elucidate how social connections and interactions have dramatically evolved due to technological advancement. Sexting has surfaced as a popular way of getting attention or flirting among young populations over the past decade. Online dating also has emerged as a viable avenue for people to seek interpersonal romantic and/or sexual relationships. Based on survey data collected from two Chinese universities and one U.S. university, this study links sexting and online dating by comparatively assessing the prevalence of sexting victimization and factors influencing such victimization among young online daters. Bivariate and multiple analyses reveal that American college students are more inclined than their Chinese counterparts to be victims of receiving sexts. Chinese students with higher degrees of rape myth acceptance are more likely to experience sexting victimization, but such an association does not exist among U.S. students. Internet-related activities were only weakly connected to sexting victimization among college students. LGBT young adults, regardless of their country affiliation, are at a higher risk for sexting misconduct. Female and younger American students were more likely to experience sexting victimization, whereas Chinese students in a romantic relationship were more inclined to experience sexting victimization. If possible, future research should employ a random sampling strategy to draw a larger number of college students from different types of universities in different regions. Future studies should include other theoretically relevant variables, such as self-control and opportunity variables, into the sexting victimization research.

Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals

Inclusion ◽  
2017 ◽  
Vol 5 (4) ◽  
pp. 263-278 ◽  
Author(s):  
Grace L. Francis ◽  
Ashley Stride ◽  
Sascha Reed ◽  
Chun-Yu Chiu
Keyword(s):  
High School ◽  
Intellectual Disability ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Adult Life ◽  
Competitive Employment ◽  
Education Programs ◽  
Program Staff ◽  
Positive Experiences ◽  
Share Information

Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.

scholarly journals Senioritis: College Student Perceptions on Causes, Outcomes, and Support

2021 ◽  
Vol 41 (1) ◽  
pp. 64-79
Author(s):  
Adena Young-Jones ◽  
Jason McCain ◽  
Tracie Burt ◽  
Megan Drew ◽  
D. J. Heim
Keyword(s):  
College Students ◽  
High School ◽  
College Student ◽  
Student Perceptions ◽  
Significant Role ◽  
High School Seniors ◽  
Faculty Members ◽  
Future Research ◽  
College Level ◽  
Supportive Relationships

Senioritis is characterized by tendencies such as arriving late or skipping class, decreased motivation, or behaving irresponsibly by investing little effort in schoolwork. Research on senioritis primarily focuses on high school seniors, so the present study explored the phenomenon at the college level by investigating perceptions of senioritis in college students. Results indicated that students believe senioritis exists at the college level and that supportive relationships with faculty members and advisors play a significant role in how senioritis is perceived. This study confirms the relevance of studying college-level senioritis and suggests future research to define and further explore the phenomenon.

Supports' Perspectives on the Social Experiences of College Students With Intellectual Disability

Inclusion ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 111-124
Author(s):  
Seb M. Prohn ◽  
Kelly R. Kelley ◽  
David L. Westling
Keyword(s):  
College Students ◽  
Intellectual Disability ◽  
Postsecondary Education ◽  
Social Inclusion ◽  
Social Experiences ◽  
Social Self ◽  
Campus Environment ◽  
Social Barriers ◽  
The Social ◽  
Insight Into

Abstract Although postsecondary education (PSE) programs for students with intellectual disability (ID) have grown in recent years, there is little information about the social status of these students on an inclusive college campus. Because many college students without disability play a significant and enduring role in the functioning of PSE programs for students with ID, they provide an opportunity for insight into this question. This study used 3 peer-support focus groups (n = 15) to capture the observed social experiences of PSE students living and learning in a college community. The supports identified 4 foundational elements that determined whether students were more likely to be socially included or excluded. These elements were the campus environment, support, individual skills for developing and maintaining social relationships, and social self-determination. Recommendations are included which may assist postsecondary education programs in reducing social barriers and contribute to students' social inclusion in the college environment.

An Investigation of Coping Strategies Used by College Students With Intellectual Disability

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 194-209
Author(s):  
Anthony J. Plotner ◽  
Jordan A. Ezell ◽  
Chelsea VanHorn-Stinnitt ◽  
Chad A. Rose
Keyword(s):  
College Students ◽  
Social Media ◽  
Intellectual Disability ◽  
Coping Strategies ◽  
Postsecondary Education ◽  
Independent Living ◽  
Adult Life ◽  
Mild Intellectual Disability ◽  
Education Programs ◽  
First Choice

Abstract Attending college can lead to many benefits including better outcomes in adult life for college graduates. This concept is applicable to all students, including students with intellectual disability who are attending institutions of higher education programs to refine social, academic, employment, and independent living skills. Similar to their typical peers, students with intellectual disability enrolled in postsecondary education programs endure levels of stress that result in the application of coping strategies necessary to navigate various social domains of college life, including romantic relationships, friendships, roommate relationships, and social media interactions. The present study utilizes survey and interview data to examine which coping strategies are used by college students with mild intellectual disability. When faced with stressful situations, almost one-third of study participants chose Planful Problem Solving as their first choice coping strategy in the Romantic domain, and almost half of respondents used it to deal with stressful situations related to Friendships. More than a third of college students with intellectual disability chose Confrontive Coping as their preferred strategy in the Roommate and Social Media domains. Findings are consistent with previous research, which suggests that young adults with intellectual disability use Problem-Focused strategies most frequently when dealing with stressful situations. Implications for research and practice are also presented and discussed.

scholarly journals Characteristics of Two-Year College Students on the Autism Spectrum and Their Support Services Experiences

2015 ◽  
Vol 2015 ◽  
pp. 1-10 ◽  
Author(s):  
Anne M. Roux ◽  
Paul T. Shattuck ◽  
Jessica E. Rast ◽  
Julianna A. Rava ◽  
Amy D. Edwards ◽  
...  
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
Autism Spectrum ◽  
Future Research ◽  
Adults With Autism ◽  
Two Year College ◽  
College Going ◽  
Nationally Representative ◽  
Transition Study ◽  
Vocational Courses

Approximately 80% of college-going youth with autism in the US attend a 2-year college at some point. These community-based, universally accessible institutions offer both academic and vocational courses and have experience in teaching diverse learners. This study used nationally representative survey data from the National Longitudinal Transition Study-2 to describe the characteristics and services experiences of adults with autism who attended postsecondary education after high school, focusing on those who attended a 2-year college. Over 60% of those who attended 2-year colleges had little to no trouble conversing or performing functional skills like counting change during high school, and extracurricular participation was common (93.8%). Most 2-year college attenders (85.7%) were able to navigate to places outside the home versus 43.9% of those with no postsecondary education. Over half took vocational courses at 2-year colleges, while one-quarter pursued academic study. Less than half (48.6%) of those who disclosed their disability to the school reported receiving services, accommodations, or other help. Most (87.3%) felt they received enough help, but fewer (68.0%) felt the services they received were useful. Future research should delineate specific needs of students with autism in 2-year college settings and identify what supports are needed to improve persistence and completion rates.

Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos

2016 ◽  
Vol 32 (1) ◽  
pp. 18-30 ◽  
Author(s):  
Anya S. Evmenova ◽  
Heidi J. Graff ◽  
Michael M. Behrmann
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Interactive Video ◽  
Future Research ◽  
School Students ◽  
Video Searching ◽  
Based Instruction ◽  
Closed Captions ◽  
Interactive Videos

There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed.

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