Perceived obstacles and strategies to academic success for autistic and nonautistic high school students

被引：1
|
作者：
Schaffer, Gary E. [1 ,2 ,5 ,6 ]
Faber, Anthony J. [3 ]
Shafaie, Shahrokh M. [3 ]
Stageberg, Darin [4 ]
机构：
[1] Niagara Univ, Dept Counseling, Lewiston, NY USA
[2] Niagara Univ, Sch Psychol, Lewiston, NY USA
[3] Southeast Missouri State Univ, Dept Child & Family Studies, Girardeau, MO USA
[4] Tailor Inst, Dept Career & Transit, Girardeau, MO USA
[5] Niagara Univ, Dept Counseling, 5795 Lewiston Rd, Lewiston, NY 14109 USA
[6] Niagara Univ, Sch Psychol, 5795 Lewiston Rd, Lewiston, NY 14109 USA
来源：
PSYCHOLOGY IN THE SCHOOLS | 2023年 / 60卷 / 09期
关键词：
academic success; autism; autistic; high school; SPECTRUM DISORDER; COLLEGE-STUDENTS; UNITED-STATES; CHILDREN; EXPERIENCE; INCLUSION; SUPPORTS; ADULTS;
D O I：
10.1002/pits.22926
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
Despite an increasing number of autistic children entering and graduating from high school, there remains limited research in this area. This study surveyed 162 autistic and nonautistic high school students. Participants were asked about their perceptions regarding their compensatory strategies, everyday hindrances, and areas of perceived strength. In controlling for background characteristics of gender, minority status, and age, results revealed that autistic and nonautistic students identified similar compensatory strategies, experienced similar obstacles, and drew on similar sources of strength to remain academically successful. Differences between autistic and nonautistic students are discussed along with differences between male and female respondents.
引用
收藏
页码：3298 / 3317
页数：20
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