Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

Wei, Xin; Yu, Jennifer; Shattuck, Paul; McCracken, Mary; Blackorby, José

doi:10.1007/s10803-012-1700-z

Cited by 219 publications

(140 citation statements)

References 20 publications

(25 reference statements)

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“…In the initial report for the AQ (Baron-Cohen et al, 2001), it was noted that male students on average scored significantly higher than female students, representative of the increased prevalence rates of ASD in males. Additionally, students studying in Science fields were found to have scored, on average, significantly higher than those studying in Non-Science fields (Humanities and Social Sciences), representative of the disproportionate rates of students with ASD studying in Science fields (Wei, Yu, Shattuck, McCracken, & Blackorby, 2013), and suggestive of an association between ASD characteristics and math/science skills. Differences in both gender and field of study (based on Baron-Cohen et al, 2001 specifications) were examined in the current sample for AQ total, Social Interaction, and Attention to Details scores (Table 1).…”

Section: Discussionmentioning

confidence: 94%

Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype

Jackson

Dritschel

2016

Research in Autism Spectrum Disorders

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The social communication and interaction deficits associated with the autism phenotype can have serious emotional consequences for individuals on the autism spectrum. This can be particularly true during young-adulthood, a period of increased social demands and expectations. The current study investigated the specific role of social problem-solving deficits as a mediator in the relationship between autism phenotype severity and depressive symptomology in young-adults.A sample of 230 university students (48% male) ranging in age from [18][19][20][21][22][23][24][25][26][27][28][29][30] SD=2.48) were assessed on autism phenotype expression (Autism-Spectrum Quotient), social problemsolving ability (Social Problem-Solving Inventory, Revised) and depressive symptomology (Beck's Depression Inventory). Results indicated that deficient social problem-solving skills account for a significant portion of the depressive symptomology associated with increased autism phenotype expression. Path model analysis output suggested that increased expression of the social components of the autism phenotype are associated with both ineffective social problem-solving styles and attitudes, while increased detail orientation discourages the use of an impulsive problem-solving style. The findings of this investigation provide preliminary evidence suggesting that programs designed to improve social problem-solving skills could be beneficial in the reduction of depressive vulnerability for young-adults on the autism spectrum.

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Section: Discussionmentioning

confidence: 94%

Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype

Jackson

Dritschel

2016

Research in Autism Spectrum Disorders

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“…Despite low college enrollment rates overall, individuals with ASD are more likely to persist in college and also more likely to transfer from a 2-year community college to a 4-year university if they are a STEM major than a non-STEM major (Wei et al 2014). Compared to other students with disabilities as well as students in the general population, young adults with ASD are more likely to major in STEM fields, especially science or computer science (Chen and Weko 2009;Wei et al 2013).…”

Section: The Role Of Technology and Positive Development For Youth Wimentioning

confidence: 99%

Tapping into Technical Talent: Using Technology to Facilitate Personal, Social, and Vocational Skills in Youth with Autism Spectrum Disorder (ASD)

Diener

Wright

et al. 2015

Autism and Child Psychopathology Series

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Participation in extracurricular activities is related to better outcomes for neurotypical youth in a number of domains, including school functioning and psychosocial development. However, parents of youth with autism spectrum disorder (ASD) report that their children often have difficulty in traditional extracurricular activities and may not enjoy or experience the same levels of success as their neurotypical peers in these activities. To address this need, we have developed a technology-based summer and after-school program that teaches youth with ASD software skills that enable them to create 3D designs. The program involves peers with ASD who have interests in technology, family members, and supportive mentoring adults. Our preliminary results indicate that by focusing on the talents, strengths, and interests of youth with ASD, rather than on remediating deficits, we made a difference in 3 domains: increased self-esteem and confidence for youth, enhanced social engagement with peers and family members, and vocational exploration and aspirations.This chapter describes an innovative out-of-school program designed to address gaps in vocational preparation for adolescents and young adults on the autism spectrum. The program represents a shift from a deficit-based, biomedical approach to autism; instead, it is built on a positive youth development framework to create a technology program that builds on the strengths and interests of youth with autism to promote vocational exploration, software skill development, and social engagement (Dawes and Larson 2011;Hansen and Larson 2007;Ramey and Rose-Krasnor 2012). The program is grounded in a community-based participatory research model (see Wright et al. 2014) and is backed by social entrepreneurs and corporate leaders in the technology industry.Approximately 50,000 young adults with ASD turn 18 years each year (Donovan and Zucker 2010). These young adults may face social isolation,

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“…Thus, physicians must also screen for substance abuse and be competent in providing counseling where needed. Physicians must also emphasize continued screening and monitoring at institutions of higher education, especially those attracting students in engineering, technology, and computer science as ASD students are disproportionately represented there (Baron-Cohen et al 2001, Wei et al 2013. Because it may not be possible for the patient to return to their pediatrician once in college, due to age and location restrictions, continuity of care must be established with adult primary care providers to decrease the amount of change encountered by the patient as well as to establish a better patient-physician relationship.…”

Section: 7the Role Of the Physicianmentioning

confidence: 99%

Educational & Employment Challenges in Young Adults with Autism

Thakur

Chaudhari

et al. 2015

MRAJ

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Abstract:The prevalence of autism spectrum disorders (ASD) is increasing at a rapid rate. Over the years, the perception, diagnosis, assessment, care, and educational practices with children on the spectrum have evolved. However, many parents, educators, and medical professionals are still searching for quality care and resources for those diagnosed with ASD. The number of high-functioning ASD students entering into higher education is also on the rise, and the resources available to this age group are limited. The benefits of early childhood intervention are widely acknowledged yet the services provided for transitioning young adults, and adults with ASD are severely lacking. We aim to identify unmet needs of individuals with ASD and other neurodevelopmental disorders. We also emphasize the importance of physicians to educate, discuss, and utilize community resources available while also being a knowledgeable, compassionate, and creative primary resource. Finally, we advocate for an interdisciplinary diagnostic and therapeutic approach and present the benefits of this model. By understanding the limitations posed to the patient from his or her disability, physicians can be an additional resource while leading a diverse multidisciplinary team to assist autistic patients in living a better quality of life.

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Science, Technology, Engineering, and Mathematics (STEM) Participation Among College Students with an Autism Spectrum Disorder

Cited by 219 publications

References 20 publications

Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype

Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype

Tapping into Technical Talent: Using Technology to Facilitate Personal, Social, and Vocational Skills in Youth with Autism Spectrum Disorder (ASD)

Educational & Employment Challenges in Young Adults with Autism

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