在大学一年后;自闭症学生中报告的自闭症特征大幅下降
Gil Zukerman1, Gili Yahav1, Ester Ben-Itzchak1,2
1Department of Communication Disorders, Ariel University, Ariel, Israel.
Frontiers in psychiatry
|July 20, 2023
概括
大学支持计划显著减少自闭症学生的自闭症特征,特别是注意力转换,独立于焦虑变化. 这表明在高等教育期间自认自闭症的深刻转变.
科学领域:
- 神经科学是一个神经科学.
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
背景情况:
- 以前对大学支持计划中自闭症学生的研究表明,焦虑/抑郁或适应性行为有所改善.
- 在这个人群中,自闭症特征本身的变化以前没有被检查过.
研究的目的:
- 评估大学生中自闭症特征和焦虑程度的变化.
- 调查大学整合支持计划对自闭症学生和神经类型学生具有不同程度的社会焦虑的影响.
主要方法:
- 纵向研究追踪自闭症学生和神经类型 (ND) 学生 (高和低社会焦虑) 在两个学年.
- 收集了关于自闭症谱系系数 (AQ),国家特征焦虑库存 (STAI),社会焦虑,抑郁症和强迫症症状的数据.
- 从基线 (T1) 到第二学年 (T2) 的群体之间自闭症特征和焦虑的比较变化.
主要成果:
- 从T1到T2的自闭症组观察到自闭症特征的显著下降 (2.9SD),其中"注意力切换"子级显示出最实质性的减少.
- 具有高度社会焦虑的神经典型学生也显示自闭症特征的适度下降 (0.5 SD).
- 在T1较高的强迫性症状与AQ分数的较小下降相关,并且与自闭症学生的学业表现负相关.
结论:
- 通过支持计划上大学导致自闭症学生对自闭症特征的主观体验的深刻减少,特别是注意力转换.
- 自闭症特征的这种显著变化与焦虑等幸福指数的改善是独立的.
- 研究结果表明,高中后的教育可以积极改变自闭症的自我认知.
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