Disability Identification and Self-Efficacy among College Students on the Autism SpectrumReport as inadecuate




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Autism Research and Treatment - Volume 2014 2014, Article ID 924182, 7 pages -

Research Article

A. J. Drexel Autism Institute, Drexel University, 3020 Market Street, Suite 560, Philadelphia, PA 19104, USA

Washington University, One Brookings Drive, St. Louis, MO 63130, USA

SRI International, 333 Ravenswood Avenue, BS169, Menlo Park, CA 94025-3493, USA

Received 25 November 2013; Accepted 15 January 2014; Published 23 February 2014

Academic Editor: Geraldine Dawson

Copyright © 2014 Paul T. Shattuck et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The number of youth on the autism spectrum approaching young adulthood and attending college is growing. Very little is known about the subjective experience of these college students. Disability identification and self-efficacy are two subjective factors that are critical for the developmental and logistical tasks associated with emerging adulthood. This study uses data from the National Longitudinal Transition Study 2 to examine the prevalence and correlates of disability identification and self-efficacy among college students on the autism spectrum. Results indicate nearly one-third of these students do not report seeing themselves as disabled or having a special need. Black race was associated with lower likelihood of both disability identification and self-efficacy.





Author: Paul T. Shattuck, Jessica Steinberg, Jennifer Yu, Xin Wei, Benjamin P. Cooper, Lynn Newman, and Anne M. Roux

Source: https://www.hindawi.com/



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