Peer Acceptance of Autistic College Students.
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| Title: | Peer Acceptance of Autistic College Students. |
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| Authors: | Turecki, Samuel C. (AUTHOR), Payne, Tabitha W. (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Aug2026, Vol. 56 Issue 8, p3180-3189. 10p. |
| Subjects: | Health literacy, Statistical correlation, Research funding, T-test (Statistics), Autism, Affinity groups, Undergraduates, Questionnaires, Universities & colleges, Students with disabilities, Attitudes toward disabilities, Mainstreaming in special education, Descriptive statistics, Family relations, Social attitudes, Research methodology, Research, Statistics, Psychometrics, Asperger's syndrome, Psychology of college students, Interpersonal relations, Social support, Special education, Case studies, Psychosocial factors |
| Abstract: | As autistic young adults increasingly enter into higher education, many are faced with difficult social adjustment (e.g., making friends, acquiring social support) in college (McLeod et al. McLeod et al., Journal of Autism and Developmental Disorders 49:2320–2336, 2019). Understanding peer acceptance of autistic college students is critical for community growth toward an equitable education experience. Predictors of autism acceptance, such as knowledge of autism, quantity and quality of experience with autism, and family relationships were explored. Acceptance of autism was assessed with a standardized vignette describing behavior of a hypothetical peer on campus, with no disclosure of a diagnosis (Nevill & White (Nevill and White, Journal of Autism and Developmental Disorders 41:1619–1628, 2011). Following the reading, participants made ratings on statements regarding willingness to engage and interact with the hypothetical case. Results revealed a positive correlation between raters' quality of past experience with autism and their acceptance of a hypothetical autistic peer. Knowledge and quantity of experience did not predict acceptance. Having an autistic family member was also not associated with higher acceptance, however, the closeness of relationships with diagnosed family members was positively correlated with acceptance. These findings promote the idea that increasing acceptance of autistic college students could be facilitated through high quality social experiences with autistic individuals. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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