Apps to Support a Successful Transition to College for Students With ASD

Francis, G.; Duke, Jodi M.; Kliethermes, Andrew J.; Demetro, Kelsie; Graff, Heidi J.

doi:10.1177/0040059918802768

Cited by 8 publications

(4 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(Chown et al, 2018;Accardo et al, 2019b) • Orientation week helpful to make connections and become familiar with space and resources. (Anderson, 2018;Madaus et al, 2022) • Information available online or in recruitment materials (Retherford and Schreiber, 2015;Chown et al, 2018) • Apps as a potential effective and low-cost support (Francis et al, 2018) • Disability services office (Retherford and Schreiber, 2015;Dymond et al, 2017; • Campus guides at beginning of semester (Barnhill, 2016;Chown et al, 2018) • Residential orientation programs/moving in early (Chown et al, 2018;Goddard and Cook, 2022) • Peer mentors (Roberts and Birmingham, 2017;Trevisan et al, 2021) Transition out of PS:…”

Section: Categories Contributors Challengesmentioning

confidence: 99%

A scoping review of supports on college and university campuses for autistic post-secondary students

Nelson,

Switalsky,

Ciesielski

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

Given the demand to better address the principles of equity, diversity, inclusion, and accessibility in higher education, research into both barriers and promising practices to support autistic students on post-secondary campuses has advanced significantly in the last decade. The objective of this scoping review is to identify, map, and characterize literature that enumerates and describes supports for autistic post-secondary students. This scoping review was limited to peer-reviewed research published between January 2012 and May 2022, in these databases: Web of Science, PsycINFO, Medline, EMBASE, ERIC, Social Work Abstracts, Social Services Abstracts, and EMCARE. The review aligns to Joanna Briggs Institute methodology for scoping reviews and includes consultation with an expert panel made up of the Autistic Community Partners–four autistic individuals with postsecondary experience who acted as co-researchers. Literature on creating accessible campuses were mapped in three ways: (1) through the four domains of the PASS Taxonomy; (2) ten support categories characterizing types of supports, and (3) nine emergent themes, based on autistic experiences on support and campus navigation, were inductively and iteratively coded throughout process. This review summarizes both areas that have been researched and under-studied areas in the literature that act as contributors or challenges for autistic students on postsecondary campuses. It was also the first scoping review, to our knowledge, to integrate lived experience within the methods and results analysis to describe the current state of the evidence on post-secondary campuses. Mapping the literature in known and emerging categories indicated that broad categories of support are experienced variably by autistic students. Findings provide multiple avenues for future research.

show abstract

Section: Categories Contributors Challengesmentioning

confidence: 99%

A scoping review of supports on college and university campuses for autistic post-secondary students

Nelson,

Switalsky,

Ciesielski

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…For example, Amarawansha et al (2019) proposed a tool to extract and parse methodologies from research articles to assist students with visual impairments. Others reviewed tools and applications available to users with various disabilities (Francis et al, 2018;Wood, 2019) or explored the ethical issues that arise in their development (Findlater et al, 2019).…”

Section: Virtual Assistantsmentioning

confidence: 99%

State of the Research on Artificial Intelligence Based Apps for Post-Secondary Students with Disabilities

Fichten

Pickup

Asunsion

et al. 2022

eei

View full text Add to dashboard Cite

We conducted a general Google search and a scoping review of various types of artificial intelligence (AI) based technology – mobile, web-based, software, hardware – used by college and university students to do schoolwork. The main findings indicate that (1) there is no generally agreed upon definition of AI, and (2) there is a huge discrepancy between the popular press articles that are behind the AI hype and the scientific literature. The popular press provides an overview of the AI tools available to students with disabilities and discusses how students can use these tools. The scientific literature is primarily devoted to tool development and has poor methodology. We conclude that the potential of AI for post-secondary students with disabilities is enormous, but that informed research about these tools is scant, with a profound lack of demonstrated scalability. Research needs to address “real-world” uses of AI-based tools by post-secondary students with disabilities.

show abstract

“…Such transition services may include teaching students self-regulation skills to employ wellness strategies and skills to engage in selfadvocacy in college (e.g., emailing professors, asking for accommodations). In addition, high school educators can collaborate with students to use technology to support attainment of wellness goals (e.g., use of phone apps to engage in well-being strategies; Francis et al, 2018b) before they get to college.…”

Section: Implications For Practicementioning

confidence: 99%

Experiences of college students with disabilities and mental health disorders: Informing college transition and retention

Francis

Duke

Fujita

2021

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

The rate of college students with disabilities and cooccurring mental health disorders (D/MH) is steadily increasing across the U.S. However, despite available services and supports, the outcomes of these students lag behind their peers without D/MH. Further, little is known about the needs of students with D/MH, including barriers they experience and strategies or resources they find helpful. Therefore, the purpose of this study was to explore the experiences of nine diverse college students with D/MH attending a public university, including how the complexities associated with D/MH effected their lives and strategies they used that supported their well-being, via indepth interviews and focus groups. Implications for practice and future research are discussed.

show abstract

Apps to Support a Successful Transition to College for Students With ASD

Cited by 8 publications

References 16 publications

A scoping review of supports on college and university campuses for autistic post-secondary students

A scoping review of supports on college and university campuses for autistic post-secondary students

State of the Research on Artificial Intelligence Based Apps for Post-Secondary Students with Disabilities

Experiences of college students with disabilities and mental health disorders: Informing college transition and retention

Contact Info

Product

Resources

About