University Presentation Showcase: Graduate Division

Project Title

Adults with Autism and Postsecondary Supports and Perspectives

Presenter Hometown

Richmond

Major

Communication Sciences and Disorders

Department

Communication Sciences and Disorders

Degree

Graduate

Mentor

Dr. Christen Page, Dr. Charles Hughes

Mentor Department

Communication Sciences and Disorders

Abstract

Autism Spectrum Disorder (ASD) is characterized by deficits in social communication skills, cognitive functioning abilities and skills associated with adapting to new environments. Inclusion of adults with ASD to Post-Secondary Education (PSE) programs is increasing and the importance of caregiver involvement may promote increased opportunities for these individuals (Nuske, Rillotta, & Bellon, 2019). The purpose of this research report was to evaluate the literature related to the effect of parental support and perceptions on post-secondary education opportunities for transition-age young adults with ASD. A comprehensive literature search and critical appraisal were carried out by two authors independently. Authors searched for evidence using the three online databases Cinhal Complete, PsychINFO, and EBSCOhost. Three well-designed, non-experimental level III studies were retrieved in this review. Parents reported giving support prior to college life but expressed the desire for their child to be more self-sufficient and to use resources provided by the university and outside organizations. However, they also discussed a need to be involved in the consultation process and that their perspectives are dependent on their child’s perceived potential. Clinical implications and future research are discussed.

Presentation format

Poster

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Adults with Autism and Postsecondary Supports and Perspectives

Autism Spectrum Disorder (ASD) is characterized by deficits in social communication skills, cognitive functioning abilities and skills associated with adapting to new environments. Inclusion of adults with ASD to Post-Secondary Education (PSE) programs is increasing and the importance of caregiver involvement may promote increased opportunities for these individuals (Nuske, Rillotta, & Bellon, 2019). The purpose of this research report was to evaluate the literature related to the effect of parental support and perceptions on post-secondary education opportunities for transition-age young adults with ASD. A comprehensive literature search and critical appraisal were carried out by two authors independently. Authors searched for evidence using the three online databases Cinhal Complete, PsychINFO, and EBSCOhost. Three well-designed, non-experimental level III studies were retrieved in this review. Parents reported giving support prior to college life but expressed the desire for their child to be more self-sufficient and to use resources provided by the university and outside organizations. However, they also discussed a need to be involved in the consultation process and that their perspectives are dependent on their child’s perceived potential. Clinical implications and future research are discussed.