Current Search: Edelstein, Jeffrey (x) » Thompson, Kerry (x)
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Title
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Support Systems for Students with Autism Spectrum Disorder During their Transition to Higher Education: A Qualitative Analysis of Online Discussions.
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Creator
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Anderson, Amelia, Cox, Bradley E., Edelstein, Jeffrey, Wolz, Abigail
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Abstract/Description
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This study was an exploration into how college students with autism spectrum disorder identify and use support systems during the transition to higher education. In particular, this study explored how these students described their experiences within an online environment among their peers. The study used unobtrusive qualitative methods to collect and analyze data on online forum discussion posts from college students with autism spectrum disorder. Results indicated that students found their...
Show moreThis study was an exploration into how college students with autism spectrum disorder identify and use support systems during the transition to higher education. In particular, this study explored how these students described their experiences within an online environment among their peers. The study used unobtrusive qualitative methods to collect and analyze data on online forum discussion posts from college students with autism spectrum disorder. Results indicated that students found their support systems in various ways. Many report using services provided by their Office of Disability Services, but students must be aware that these services exist first, and often must have a diagnosis to receive such supports. This study makes suggestions for higher education institutions to identify and promote their support services, both those that are accessible through Offices of Disability Services, and those that are available without diagnosis or disclosure.
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Date Issued
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2019-03-01
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Identifier
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FSU_libsubv1_scholarship_submission_1574105869_7550532d
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Format
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Citation
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Title
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Parental disclosure of ASD diagnosis to the child: A systematic review.
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Creator
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Smith, Isaac C., Edelstein, Jeffrey A., Cox, Bradley E., White, Susan W.
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Abstract/Description
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Despite increased rates of diagnosis of autism spectrum disorder (ASD) in recent years, literature examining when and how parents of newly-diagnosed youth disclose their diagnosis to them is scarce. Given the increasing number of newly-diagnosed individuals, an exploration of the effects of disclosure on children with ASD is warranted. We conducted a systematic review to identify articles describing the process of disclosing a diagnosis of ASD from the perspective of children, parents, or...
Show moreDespite increased rates of diagnosis of autism spectrum disorder (ASD) in recent years, literature examining when and how parents of newly-diagnosed youth disclose their diagnosis to them is scarce. Given the increasing number of newly-diagnosed individuals, an exploration of the effects of disclosure on children with ASD is warranted. We conducted a systematic review to identify articles describing the process of disclosing a diagnosis of ASD from the perspective of children, parents, or both. The current review identified five articles reporting qualitative data on the disclosure process. Across studies, most parents were found to have disclosed ASD diagnoses to their children by adolescence, with children and parents exhibiting a variety of reactions. Concerns frequently identified by children and parents included time taken to process the emotional impact of diagnoses, delay between parents receiving diagnoses from clinicians and delivery of those diagnoses to children, concern that the ASD label would result in stigmatization, and the sense that an individual’s past behaviors or symptoms were well-explained by the new diagnosis. Identification of these potential problems may serve as an initial step to inform the development of best-practice guidelines for parental disclosure of ASD diagnoses to youth and further research on this understudied part of the diagnostic process.
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Date Issued
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2018-02-02
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Identifier
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FSU_libsubv1_scholarship_submission_1518537263_72b43447, 10.1080/23794925.2018.1435319
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Format
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Citation
