Open access article: https://www.mdpi.com/2813-4346/3/3/40

Abstract

Young individuals with autism spectrum disorder (ASD) seem to attend higher education more frequently. Yet, the academic performance of students with ASD and the graduation rate appear to be poorer than those of typical development students. Moreover, college students with ASD face several challenges in their everyday and social lives. Students with ASD seem not to receive the appropriate social and educational support in higher education. This article reports the results of a systematic literature review of research programs and services designed to meet the needs of students with ASD enrolled in higher education. Several interventions are available and appear to be effective in supporting students with ASD in higher education (e.g., social planning intervention, focus groups, coaching paired with behavioral skills training, video feedback, visual framework,peer mentoring, and virtual reality). In addition, this article shows that colleges and universities face the challenge of preparing for these students and the need to provide psychological support for them. Moreover, studies of experiences and opinions of college students with ASD from their perspectives are included.

Citation: Citation: Syriopoulou-Delli, C.; Sarri, K.; Papaefstathiou, E.; Filiou, A.-E.; Gkiolnta, E. Educational Programs Supporting Higher Education Individuals with Autism Spectrum Disorder: A Systematic Literature Review. Trends High. Educ. 2024, 3, 710–724. https://doi.org/10.3390/higheredu3030040

Open access article: https://journals.sagepub.com/doi/full/10.1177/13623613231220210

Abstract

To provide inclusive education to autistic students, it is important that teachers possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward the inclusion of autistic students. In this study, we explored knowledge, self-efficacy, and attitude concerning autism among N = 887 teachers in Germany. The results showed that knowledge about autism was only moderate and teachers held some typical misconceptions about autism. Moreover, teachers did not possess overwhelmingly high self-efficacy beliefs whereas their attitude toward inclusion of autistic students was rather positive. Experience with teaching autistic students was associated with more knowledge and higher self-efficacy. Also, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. However, the type of school where teachers were working made hardly any difference in their knowledge, self-efficacy, and attitude. Overall, the results suggest that teachers in Germany need more autism training to increase their knowledge about autism and their self-efficacy beliefs in teaching autistic students.

Citation: Wittwer, J., Hans, S., & Voss, T. (2023). Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany. Autism, 28(8), 2040-2052. https://doi.org/10.1177/13623613231220210 (Original work published 2024)

Open access article: https://link.springer.com/article/10.1186/s40359-024-01664-2

 Abstract

Background

Artificial intelligence-powered interventions have emerged as promising tools to support autistic individuals. However, more research must examine how teachers and educators perceive and experience these AI systems when implemented.

Objectives

The first objective was to investigate informants’ perceptions and experiences of AI-empowered interventions for children with autism. Mainly, it explores the informants’ perceived benefits and challenges of using AI-empowered interventions and their recommendations for avoiding the perceived challenges.

Methodology

A qualitative phenomenological approach was used. Twenty educators and parents with experience implementing AI interventions for autism were recruited through purposive sampling. Semi-structured and focus group interviews conducted, transcribed verbatim, and analyzed using thematic analysis.

Findings

The analysis identified four major themes: perceived benefits of AI interventions, implementation challenges, needed support, and recommendations for improvement. Benefits included increased engagement and personalized learning. Challenges included technology issues, training needs, and data privacy concerns.

Conclusions

AI-powered interventions show potential to improve autism support, but significant challenges must be addressed to ensure effective implementation from an educator’s perspective. The benefits of personalized learning and student engagement demonstrate the potential value of these technologies. However, with adequate training, technical support, and measures to ensure data privacy, many educators will likely find integrating AI systems into their daily practices easier.

Implications

To realize the full benefits of AI for autism, developers must work closely with educators to understand their needs, optimize implementation, and build trust through transparent privacy policies and procedures. With proper support, AI interventions can transform how autistic individuals are educated by tailoring instruction to each student’s unique profile and needs.

Citation: Li, G., Zarei, M.A., Alibakhshi, G. et al. Teachers and educators’ experiences and perceptions of artificial-powered interventions for autism groups. BMC Psychol 12, 199 (2024). https://doi.org/10.1186/s40359-024-01664-2

Open access article: https://link.springer.com/article/10.1007/s10803-023-06202-4

Abstract
This review aimed to identify the post-graduation training pathways available for both clinicians and trainers in the assessment and diagnosis of Autism Spectrum Disorder (ASD). The study was guided by two research questions: What is known about ASD-specific educational, training, or other pathways available to support clinicians of any discipline, post-graduation, to meet the required expertise relevant to assessments of ASD concerns? What is known about the educational pathways available to clinicians seeking to provide training to other clinicians, post-graduation, in the assessment of ASD concerns? A scoping review was undertaken with searches completed across five databases (PubMed, PsycINFO, PsycEXTRA, ERIC and CINAHL). A Google search strategy was also executed using the “advanced” search function. Eligible records were literature, written in English, that examined post-graduation training and/ or education of clinicians to assess and/ or diagnose ASD. Fourteen relevant records were identified. Post-graduate training has the potential to enhance clinician confidence and service provision in ASD assessment and diagnosis. System-wide training approaches show promise in building large-scale, diagnostic capacity and the use of tele-mentoring offers a cost-effective, convenient mode of training delivery. A lack of evidence to support ASD diagnostic training pathways was found and may pose a challenge for clinicians and service users. The limited evidence found suggests that high quality research will be fundamental in determining how to build clinician capacity in ASD assessment and diagnosis and to ascertain whether training pathways are a necessary component.

Citation: Curran, C., Roberts, R., Gannoni, A. et al. Training and Educational
Pathways for Clinicians (Post-graduation) for the Assessment and Diagnosis of
Autism Spectrum Disorders: A Scoping Review. J Autism Dev Disord (2024).
https://doi.org/10.1007/s10803-023-06202-4

Open access article: https://www.sciencedirect.com/science/article/abs/pii/S2214140524000276

Abstract

Background

Individuals with autism often experience transportation challenges as primary barriers to essential community services such as health care and employment. Research of travel training interventions has identified evidence-based techniques for improving specific transportation-related competencies. Peer-mediated interventions are recognized as effective and when provided in natural social contexts. This study evaluated a peer-mediated travel training approach with adults with autism to provide and improve specific skills necessary for independent travel on public transportation.

Purpose

This study aimed to evaluate the efficacy and feasibility of a systematic peer-mediated travel training to improve public transportation travel independence for autistic adults to increase their access to the community.

Method

A randomized control trial (RCT) was used to determine the effectiveness of a peer-mediated travel training program on travel skills, community mobility goals, community participation, and self-efficacy for individuals with ASD. Measures including self-report, observational measures, and GPS data were collected at baseline and two weeks after the intervention. Data on community participation and self-efficacy was collected again 4 months post-intervention.

Analysis

Analyses to compare group differences over time were completed. Pearson correlations were used to examine the associations between different constructs at baseline.

Results

Seventy-five individuals were enrolled in the study, with 38 individuals in the control group and 37 in the experimental group. The group receiving peer-mediated intervention significantly improved the travel skills necessary for public transportation and community mobility (p < 0.0001), although there were no significant differences between groups in community participation or self-efficacy. Results identified that peer-mediated travel training was feasible for adults with autism.

Conclusion

The results of the current study identify promise for a comprehensive peer-mediated travel training intervention to improve travels skills and community mobility. Future research is needed that examines the implementation and effectiveness of different service delivery models such as peer versus staff-delivered interventions.

Citation: Beth Pfeiffer, Amber Pomponio Davidson, Eugene Brusilovskiy, Cecilia
Feeley, Moya Kinnealey, Mark Salzer, Effectiveness of a peer-mediated travel training intervention for adults with
autism spectrum disorders, Journal of Transport &amp; Health, Volume 35, 2024,101781,
ISSN 2214-1405,https://doi.org/10.1016/j.jth.2024.101781. (https://www.sciencedirect.com/science/article/pii/S2214140524000276)