special education autism spectrum disorder

Article 1
Matthews, N. L., Ly, A. R., & Goldberg, W. A. (2014). College Students’ Perceptions of Peers with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(1), 90–99. doi:10.1007/s10803-014-2195-6
When considering best classroom instructional strategies and classroom management techniques to use in special education, educators often need to know how neurotypical students perceive their peers who have autism. Moreover, information related to peer perceptions of students with autism spectrum disorders can help improve therapeutic interventions. Understanding peer perceptions of autism spectrum disorders is also essential for helping colleges and universities create the most effective support services, programs, and systems for transitioning students. In “College Students’ Perceptions of Peers with Autism Spectrum Disorder,” Matthews, Ly & Goldberg (2014) aim to improve understanding of the needs of students transitioning to college who have autism spectrum disorders. The researchers also aim to assess general student knowledge about autism in relation to gender and affective attributes, using a vignette methodology. Based on prior research, the authors hypothesized that greater familiarity with or knowledge of autism spectrum disorders would be correlated with more positive attitudes towards peers with autism.
The researchers do not offer much detail in terms of how they conducted the sampling procedure, but all subjects came from the same university in the southwestern United States. A total of 224 undergraduate students participated in the study, and the participants were surveyed for demographic data to yield as broad and diverse a sample as possible. This way, the sample would be more representative of the general population. After receiving approval from the university’s ethical review board, the researchers informed the students the research was about social psychology and then the participants completed a questionnaire. The questionnaire included a vignette component, in which the participants were asked questions about the main characters. There were three components to the questionnaire, including the vignette and a survey of knowledge related to autism spectrum disorders. The researchers randomly assigned students to one of three conditions: high functioning autism condition, label condition, and no label condition. Each of the three conditions had a different vignette describing interactions between people, and after reading the vignette, the participants would complete the Multidimensional Attitudes Scale toward Persons with Disabilities (MAS). The participants also completed the Autism Knowledge Questionnaire.
To analyze the raw data, the researchers used an analysis of variance (ANOVA), which did reveal statistically significant differences between the three groups. Hierarchical regression models were also used to analyze all of the different data sets. The authors provide visuals for the descriptive statistics, too. The authors found there were complex relationships between knowledge of autism and attitudes, but that previous exposure to or knowledge of autism spectrum disorders was, as predicted, correlated with more positive perceptions towards peers with autism. The research substantiates claims that generally support peer exposure to persons with disabilities, and supports the overall tenets of inclusive classrooms and inclusivity as a principle in education (Creswell, 2013). The research also substantiates similar studies that show how important it is for colleges and universities to create peer support systems for students with autism or formal support services (White, Elias, Capriola-Hall, et al., 2017). While this study is not flawless, relying on artificial vignettes to assume situational variables related to autism, it does provide the groundwork for future research. The use of a convenience sample also reduces the reliability of the results somewhat. However, the contribution of this study to the body of evidence on special education best practices makes up for the small weaknesses in the methodology.
Article 2:
Elias, R., & White, S. W. (2017). Autism Goes to College: Understanding the Needs of a Student Population on the Rise. Journal of Autism and Developmental Disorders, 48(3), 732–746. doi:10.1007/s10803-017-3075-7
Focusing on the needs of high school students with autism spectrum disorder helps them to better plan for the future and prepare for college or university. Transition planning is in fact one of the most important issues in special education, requiring further research into how administrators and teachers can better prepare students who are still in high school while also helping universities and colleges develop transition programs (Creswell, 2013). Research like that of Matthews, Ly & Goldberg (2014) shows that understanding peer perceptions of autism can help program designers understand how to change attitudes and beliefs about autism spectrum disorders. In “Autism Goes to College: Understanding the Needs of a Student Population on the Rise,” Elias & White (2017) use a survey method to identify the main challenges students with autism spectrum disorders face when they transition from high school to college.
The aim of this research is to provide college and university administrators with evidence showing what types of programs or services would best help incoming or existing students with autism spectrum disorders. Likewise, the results of the Elias & White (2017) study may be used to help high school special education teachers, counsellors, and administrators create effective transition planning services for students with autism spectrum disorders. The researchers focused on the parents in this study on the premise that “they are pivotal in assisting their offspring with the identity development, emotional, and educational/vocational transitions associated with developmental maturation,” (Elias & White, 2017, p. 733). Moreover, the authors underscore the importance of the current study, given that the proportion of college and university students with autism continues to climb. Taking into account parental perspectives is an area not frequently studied in the literature, and thus this research also aims to fill a gap in the knowledge base related to transition planning in special education. The goal in this research was to clarify the needs and the challenges faced by students with autism spectrum disorders, as seen through the parents’ eyes.
Participants self-selected, through an anonymous online survey that occurred over the course of ten months using SurveyGizmo. Informed consent was received, and the researchers cleared the study with the ethical review board. Participants were parents of students with autism spectrum disorders in high school or transitioning to college. The final sample size after exclusions was 99 individuals. After collecting the raw data and compiling the simple descriptive statistics, the researchers used formal means of data analysis including a multivariate analysis of variance (MANOVA). Although not a true mixed-methods study, the researchers also included an open-ended question to allow participants to add any additional helpful information related to the research questions. As predicted, the number one concern or challenge expressed by parents was the social interaction needs of the students. Parents also expressed a desire for more formal support services for their children.
This study is informative, and provides both high schools and universities with information that can be used to design better transition planning programs and services. The research also substantiates similar studies like that of White, Elias, Capriola-Hall, et al., 2017). However, the study does not contribute appreciably, as it is common knowledge that all students transitioning from high school to college need some type of formal social support service and opportunities for integration into their new environment. Likewise, the researchers also include ADHD into the population sample, which could potentially confound the results.
Article 3:
Wei, X., Wagner, M., Hudson, L., Yu, J. W., & Javitz, H. (2015). The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders. Remedial and Special Education, 37(1), 3–14. doi:10.1177/0741932515581495
As Creswell (2013) points out, transition planning for students with autism spectrum disorders is crucial, to help students reach their highest potential and achieve their goals. Transition planning is complex though, given the diverse needs of the heterogeneous community and the differential needs of students with autism spectrum disorder. As the prevalence of autism spectrum disorders continues to rise due to increased awareness and diagnostic criteria, it becomes even more important to offer effective transition planning services and programs to students. The researchers in this study hypothesize that more effective college or university transition planning will promote higher rates of retention in college programs, and increase enrollment. In “The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders,” Wei, Wagner, Hudson, et al. (2015) aim to fill a gap in the literature. The authors build upon a base of literature on student participation in transition planning, including goal setting. Wei, Wagner, Hudson, et al. (2015) also hypothesize that goal-setting and other means of building self-reliance and self-determination will enhance student success in transitioning from high school to college. The research questions in this study are twofold. First, the researchers ask whether student participation in transition planning will lead to increased rates of enrollment in college or university. Second, the researchers ask whether having a specific goal to attend university in their transition plan led to higher rates of enrollment in college among students with autism spectrum disorder.
The researchers used data from the NLTS2 database, which is described as “the largest, most comprehensive data set available that generalizes to the experiences of youth with disabilities nationally as they transitioned out of high school,” (Wei, Wagner, Hudson, et al., 2015). The NLTS2 database is maintained by the United States Department of Education, and uses a two-stage sampling technique, including randomly sampled local agencies and students with IEPs. From this database, the researchers in this study selected 920 individuals who responded to requests to participate in the survey. The researchers determined whether college enrollment was listed as a primary goal in each student’s transition plan. This echoes the methods used in the Brown & Coomes (2015) research on the best practices for students with autism spectrum disorder. Dependent variables in this study included college enrollment, with covariates like demographics being taken into account.
Data analysis was conducted using propensity score methodology. Two specific types of analysis were used, as well as a logistic regression model. To improve reliability and validity, the researchers use the Stata mim procedure to adjust for errors due to things like missing covariates. Using robust data analysis techniques like these makes the results of the research more reliable and valid. Although it is a multivariate analysis, the researchers essentially seek for the relationship between overt college enrollment goals stated on the transition plan and the actual rate of enrollment. Therefore, this is a strong correlational study. The propensity score modeling is potentially problematic, but the authors do a good job with adjustment. Otherwise, it is important to point out that many students may state that there is an intent to enroll in college or university because of parental pressure, but their actual intent to do so might have little to do with self-efficacy. It is also impossible to determine directionality or causation. Still the results do substantiate the claims Creswell (2013) makes about the importance of transition planning in special education.
References
Brown, K. R., & Coomes, M. D. (2015). A spectrum of support: current and best practices for students with Autism Spectrum Disorder (ASD) at community colleges. Community College Journal of Research and Practice, 40(6), 465–479. doi:10.1080/10668926.2015.1067171
Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Elias, R., & White, S. W. (2017). Autism Goes to College: Understanding the Needs of a Student Population on the Rise. Journal of Autism and Developmental Disorders, 48(3), 732–746. doi:10.1007/s10803-017-3075-7
Matthews, N. L., Ly, A. R., & Goldberg, W. A. (2014). College Students’ Perceptions of Peers with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 45(1), 90–99. doi:10.1007/s10803-014-2195-6
Schindler, V., Cajiga, A., Aaronson, R., & Salas, L. (2015). The experience of transition to college for students diagnosed with Asperger’s disorder. The Open Journal of Occupational Therapy, 3(1), 2.
Wei, X., Wagner, M., Hudson, L., Yu, J. W., & Javitz, H. (2015). The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders. Remedial and Special Education, 37(1), 3–14. doi:10.1177/0741932515581495
White, S. W., Elias, R., Capriola-Hall, N. N., Smith, I. C., Conner, C. M., Asselin, S. B., … Mazefsky, C. A. (2017). Development of a College Transition and Support Program for Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(10), 3072–3078. doi:10.1007/s10803-017-3236-8
White, S. W., Elias, R., Salinas, C. E., Capriola, N., Conner, C. M., Asselin, S. B., … Getzel, E. E. (2016). Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis. Research in Developmental Disabilities, 56, 29–40. doi:10.1016/j.ridd.2016.05.010