Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education

Xueqin Qian, Seunghee Lee, David R. Johnson, Yi Chen Wu

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students’ own educational expectations. Students’ adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students’ and parents’ expectations toward postsecondary education.

Original languageEnglish (US)
Pages (from-to)35-44
Number of pages10
JournalFocus on Autism and Other Developmental Disabilities
Volume39
Issue number1
DOIs
StatePublished - Mar 2024

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2023.

Keywords

  • autism spectrum disorder (ASD)
  • expectations
  • goal setting
  • postsecondary education

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