Executive Functioning and College Adjustment in Students with and without Autistic Traits

Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: [email protected]; Web site: https://www.ahead.org/professional-resources/publications/jped

Y

14

Executive Function; College Students; Students with Disabilities; Autism Spectrum Disorders; Student Adjustment; Interpersonal Competence; Emotional Response; Symptoms (Individual Disorders); Predictor Variables; Academic Achievement; Metacognition; Student Behavior

Social Responsiveness Scale; Student Adaptation to College Questionnaire

2379-7762
2328-3343

Although individuals with autism spectrum disorder (ASD) are attending college at higher rates, students with ASD continue to struggle with adjusting to the college environment and successfully completing their degrees. Thus, the present study compared executive functioning (EF) and academic outcomes (i.e., performance, adjustment) among students with and without ASD traits, as well as examined associations among these variables. Findings revealed greater executive dysfunction and lower levels of both social and personal-emotional adjustment among students with ASD traits. Additionally, ASD symptomatology predicted social and personal-emotional adjustment among students, above and beyond the influence of EF. Results suggest that cognitive, social, and emotional supports may all be important to improve college adjustment among individuals with ASD.

As Provided

2023

EJ1383809