College Students’ Perceptions of Peers with Autism Spectrum Disorder

Matthews, Nicole L.; Ly, Agnes R.; Goldberg, Wendy A.

doi:10.1007/s10803-014-2195-6

Cited by 110 publications

(131 citation statements)

References 28 publications

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“…However, their sample was 80.4 % female. Matthews et al (2014) reported that male college students endorsed more positive affective and behavioral attitudes towards characters with autistic traits and labels in vignettes. However, men may have been more accepting of the characters in the vignettes than women because all of the characters had stereotypically male names.…”

Section: Predictors Of Baseline Knowledge and Stigma In The Us And Lementioning

confidence: 98%

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A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States

Obeid

Daou

DeNigris

et al. 2015

J Autism Dev Disord

135

124

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Although misconceptions associated with ASD are apparent worldwide, they may differ across cultures. This study compares knowledge and stigma associated with ASD in a country with limited autism resources, Lebanon, and a country with substantial autism resources, the United States (US). College students in the US (N = 346) and Lebanon (N = 329) completed assessments of knowledge and stigma associated with ASD before and after an online ASD training. Although students in the US exhibited higher overall knowledge and lower stigma towards ASD, certain misconceptions were more apparent in the US than in Lebanon. Participation in the training was associated with decreased stigma and increased knowledge in both countries. Thus, online training may be useful for increasing understanding about ASD internationally.

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Section: Predictors Of Baseline Knowledge and Stigma In The Us And Lementioning

confidence: 98%

“…Due to mixed findings in the literature (e.g., Gardiner and Iarocci (2014); Matthews et al 2014;Nevill and White 2011), we had no hypotheses about potential associations between autistic traits and conceptions of ASD.…”

Section: Aims and Hypotheses Of The Current Studymentioning

confidence: 99%

A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States

Obeid

Daou

DeNigris

et al. 2015

J Autism Dev Disord

135

124

View full text Add to dashboard Cite

show abstract

“…This is of utmost importance, as neurotypical students are more accepting of students' idiosyncrasies when they are aware that the individual has a potential ASD diagnosis. 45 Librarians should invite panelists to present free presentations about the unique needs of students with ASD and how other students can be aware of and supportive of their college experiences. Librarians have a responsibility to provide educational opportunities for students, and this is an important topic that deserves considerable attention.…”

Section: Education For Neurotypical Studentsmentioning

confidence: 99%

Autism and the Academic Library: A Study of Online Communication

Anderson¹

2018

C&RL

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Increased prevalence of autism spectrum disorder (ASD) diagnoses within the general population is reflected in the growing number of college and university students with ASD. This exploratory study used an unobtrusive qualitative content analysis design to explore the experiences of students with ASD in academic libraries. It seeks to understand their questions and concerns, as well as their experiences in using the library and library resources. Using the social model of disability studies, this study allows for voices of students with ASD to be presented in their own words, not through the perceptions of parents, caregivers, faculty, or staff. IntroductionAutism spectrum disorder (ASD) continues to increase in prevalence for multiple reasons, including improved diagnostic and reporting procedures, a rise in public awareness of the disorder, and an expanded definition of ASD. It is also likely that the number of individuals with ASD is simply increasing. As the prevalence increases, individuals with ASD are entering institutes of higher education (IHE) in increasing numbers. 1 Though characteristics of ASD vary in every person, individuals on the autism spectrum typically face communicative and social challenges; they also tend to have fixed interests and display repetitive behaviors. 2 Much of the previous study of individuals on the autism spectrum focuses on children with the disorder. In the library and information science (LIS) field, very few studies mention adolescents or adults with ASD. One librarian who also has ASD says that this is not specific to LIS studies; rather, it is reflective of writings and research as a whole. 3 As she states, "this systematic focus on children renders Autistic adults invisible." 4 Many individuals with ASD use, appreciate, and even work and volunteer for libraries, 5 and in one first-person narrative from 2002, an individual with ASD has described his school library as a "sanctuary." 6 If the library truly is a "sanctuary" for students with ASD, better understanding and, thus, better services for these students could help support them as college students in general. There are numerous barriers for students with ASD in attending and graduating from college successfully. 7 If the library can serve as a safe and welcoming place for these students, it will help contribute to their ultimate college success.One way to ensure this success is to get input from members of the community involved, and community members of the website www.wrongplanet.net (Wrong Planet)

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“…Since then, vignettes have been used to study a range of attitudes, most notably prejudicial attitudes, including sexism (Baron, Burgess, & Kao, 1991), racism (Gilbert, 1998; Haider et al, 2011), ethnic prejudice (Hudley & Graham, 2001; Mills & Gaia, 2012), religious prejudice (Pitner, Astor, Benbenishty, Haj-Yahia, & Zeira, 2003), homophobia (St. Lawrence, Husfeldt, Kelly, Hood, & Smith, 1990), xenophobia (Caprariello, Cuddy, & Fiske, 2009), and ableism (prejudice against disabled people; Butler & Gillis, 2011; Grewal, Joy, Lewis, Swales, & Woodfield, 2002; Matthews, Ly, & Goldberg, 2015; Nevill & White, 2011; Werner, 2015). …”

Section: Vignettes As a Tool For Studying Attitudesmentioning

confidence: 99%

“Special needs” is an ineffective euphemism

et al. 2016

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Although euphemisms are intended to put a more positive spin on the words they replace, some euphemisms are ineffective. Our study examined the effectiveness of a popular euphemism for persons with disabilities, special needs. Most style guides prescribe against using the euphemism special needs and recommend instead using the non-euphemized term disability; disability advocates argue adamantly against the euphemism special needs, which they find offensive. In contrast, many parents of children with disabilities prefer to use special needs rather than disability. But no empirical study has examined whether special needs is more or less positive than the term it replaces. Therefore, we gathered a sample of adult participants from the general population (N = 530) and created a set of vignettes that allowed us to measure how positively children, college students, and middle-age adults are viewed when they are described as having special needs, having a disability, having a certain disability (e.g., is blind, has Down syndrome), or with no label at all. We predicted and observed that persons are viewed more negatively when described as having special needs than when described as having a disability or having a certain disability, indicating that special needs is an ineffective euphemism. Even for members of the general population who have a personal connection to disability (e.g., as parents of children with disabilities), the euphemism special needs is no more effective than the non-euphemized term disability. We also collected free associations to the terms special needs and disability and found that special needs is associated with more negativity; special needs conjures up more associations with developmental disabilities (such as intellectual disability) whereas disability is associated with a more inclusive set of disabilities; and special needs evokes more unanswered questions. These findings recommend against using the euphemism special needs.

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College Students’ Perceptions of Peers with Autism Spectrum Disorder

Cited by 110 publications

References 28 publications

A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States

A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States

Autism and the Academic Library: A Study of Online Communication

“Special needs” is an ineffective euphemism

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