在校园试点大学成功课程:一项旨在提高自闭症大学生执行功能和社会认知技能的计划
Mary J Baker-Ericzén1,2,3, Rachel Schuck1,2, Justice Herrera4
1Department of Administration, Rehabilitation and Post-Secondary Education, San Diego State University, San Diego, California, USA.
Autism in adulthood : challenges and management
|September 11, 2025
概括
大学成功计划改善了自闭症大学生的执行功能 (EF) 和社会技能. 这种共同开发的课程显示了增强自闭症个体学术和未来成果的希望.
科学领域:
- 神经发育障碍 神经发育障碍
- 认知心理学 认知心理学
- 教育心理学教育心理学
背景情况:
- 自闭症大学生在执行功能 (EF) 和社会互动方面面临挑战,影响学术和大学后的成功.
- 现有的课程往往缺乏对认知和社会战略的双重重点,特别是那些与自闭症患者共同开发的课程.
- 需要有针对性的干预措施来支持高等教育中自闭症学生.
研究的目的:
- 试行大学成功课程,这是一项旨在解决自闭症大学生EF和社会认知的新计划.
- 评估与自闭症伴侣共同开发的26周小组课程的有效性.
- 评估与执行职能和社会互动相关的自我报告和观察技能的改进.
主要方法:
- 一项试点研究涉及21名自闭症大学生,他们通过残疾人服务注册.
- 一个26周的小组课程,大学成功,分为EF和社会认知模块.
- 课程前后评估,包括问卷和基于任务的场景;还收集了家长和教师的反.
主要成果:
- 在自我报告的执行功能 (EF) 领域观察到显著的改善.
- 自闭症学生报告说,在课程后增加了社交沟通和动机.
- 基于任务的评估显示,在角色扮演场景中,社交互动技能发生了显著的积极变化.
结论:
- 大学成功课程证明了对自闭症大学生执行职能,社交沟通和动机的积极影响.
- 与自闭症伴侣的共同发展以及对认知和社会技能的双重重点使该计划独一无二.
- 建议对更大样本进行进一步的研究,以确认对中学后和就业结果的长期益处.
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