Researchers investigated possible predictors of first year success for college students diagnosed with autism spectrum disorders.
Eleven freshmen students enrolled at two universities. Each student received specialized supports for ASD at their respective colleges and participated in periodic assessments of social, emotional, and academic functioning. Investigators examined factors related to academic achievement, levels of anxiety and depression, life satisfaction, college adjustment, and social functioning.
Initial results of this ongoing investigation demonstrated:
- Adjustment to college was negatively correlated with internalizing symptoms (such as anxiety and depression, and social withdrawal). Students with higher levels of internalizing made poorer adjustments to college
- Students with higher levels of internalizing symptoms also rated themselves lower in terms of life satisfaction
- Students with higher levels of anxiety and depression at the beginning of college had lower mid-term GPAs
- Students who reported better adjustments to college had higher GPAs
Anxiety and depression are highly correlated with a number of negative outcomes in the study (such as lower grades, life satisfaction, and social adjustment). Because of this, investigators identified early “screening for and targeting symptoms of anxiety and depression through therapeutic interventions” as critical to supporting college students with ASD.
Students who struggle to adjust in college may experience internalizing symptoms and academic difficulty. So investigators concluded that college students with ASD may also benefit from specialized supports at the beginning of their transition into college.
Lead investigators presented this information as a poster session at the 2010 International Meeting for Autism Research (IMFAR). This was held during the International Society for Autism Research conference in Philadelphia, PA. Information from the session may be found at this link:
https://imfar.confex.com/imfar/2010/webprogram/Paper7332.html
by Dr. Marc Ellison
A graduate of Abilene Christian University, Jennifer had a long career in TV Broadcasting. Upon learning her oldest son Sam had a form of Autism called Asperger’s Syndrome, she left her career and became a full-time mother to both of her sons. Jennifer elicited the participation of her family and together they produced several independent programs including a children’s animated series titled Ameriquest Kids, as well as a documentary and book titled, Coping to Excelling: Solutions for School-age Children Diagnosed with High-Functioning Autism or Aspergers Syndrome. She formed the nonprofit Asperger101 to provide on-going free resources related to ASD at Aspergers101.com and has implemented the Texas Driving with Disability Program and continues to grow the statewide initiative today. She and her husband have recently retired to their property in the Texas Hill Country.
Even students without disabilities feel anxiety in some sort of their education period.Then what about the students with disabilities? However, I strongly believe that sound inerventions can result in positive outcomes. Given the right support, people with autism can make gains at any point in their lives.