Student attitudes and perceptions towards fellow students with autism spectrum disorders


Stella Tsermentseli
Ηλίας (Ilias) Βασιλειάδης (Vasileiadis)
https://orcid.org/0000-0002-7625-1709
Ευαγγελία Κίσσα
Abstract

Students attending university with a diagnosis of Autism Spectrum Disorder (ASD) have increased in recent years and it is now more important than ever to understand the factors that contribute towards positive attitudes to ASD students by their peers. The current study examined Greek university students’ previous experience and knowledge about ASD and whether these predicted attitudes towards students with ASD. Participants were 241 undergraduate and post-graduate students attending Greek Universities. They completed the “Autism Spectrum Disorders and Higher Education Questionnaire”, developed by White et al (2019). Results showed that students who did not know someone with ASD reported fewer misconceptions about ASD and more negative attitudes towards students with ASD.  Correlations showed that previous experience with ASD was associated with positive attitudes towards ASD, whilst misconceptions about ASD correlated with negative attitudes. Accurate knowledge about ASD was not associated with attitudes towards ASD. Multiple regression analysis showed that higher number of misconceptions about autism reported significantly predicted more negative attitudes towards students with ASD. The findings agree with research on attitudes toward members of minority populations, including those with disabilities and are consistent with intergroup contact theory.

Article Details
  • Section
  • Journal Articles
Downloads
Download data is not yet available.
Author Biography
Ηλίας (Ilias) Βασιλειάδης (Vasileiadis), Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Δυτικής Μακεδονίας

Τμήμα Ψυχολογίας , Πανεπιστήμιο Δυτικής Μακεδονίας

Department of Psychology, University of Western Macedonia

References
Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
Au, T. C., & Lau, N. S. (2021). Private music teachers’ knowledge of and attitudes toward students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 1-9. https://doi.org/10.1007/s10803-020-04809-5
Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31(1), 3-15. https://doi.org/10.1177/1088357614523121
Cage, E., & Troxell-Whitman, Z. (2019). Understanding the reasons, contexts and costs of camouflaging for autistic adults. Journal of Autism and Developmental Disorders, 49(5), 1899-1911. https://doi.org/10.1007/s10803-018-03878-x
DeBrabander, K. M., Morrison, K. E., Jones, D. R., Faso, D. J., Chmielewski, M., & Sasson, N. J. (2019). Do first impressions of autistic adults differ between autistic and nonautistic observers? Autism in Adulthood, 1(4), 250-257. https://doi.org/10.1089/aut.2019.0018
Fleischer, A. S. (2012). Support to students with asperger syndrome in higher education—The perspectives of three relatives and three coordinators. International Journal of Rehabilitation Research, 35(1), 54–61. https://doi.org/10.1097/mrr.0b013e32834f4d3b
Forrest, D. L., Kroeger, R. A., & Stroope, S. (2020). Autism spectrum disorder symptoms and bullying victimization among children with autism in the United States. Journal of Autism and Developmental Disorders, 50, 560-571. https://doi.org/10.1007/s10803-019-04282-9
Gardiner, E., & Iarocci, G. (2014). Students with autism spectrum disorder in the university context: Peer acceptance predicts intention to volunteer. Journal of Autism and Developmental Disorders, 44, 1008-1017. https://doi.org/10.1007/s10803-013-1950-4
Gillespie-Lynch, K., Brooks, P. J., Someki, F., Obeid, R., Shane-Simpson, C., Kapp, S. K., Daou, N., & Smith, D. S. (2015). Changing college students’ conceptions of autism: An online training to increase knowledge and decrease stigma. Journal of Autism and Developmental Disorders, 45, 2553-2566. https://doi.org/10.1007/s10803-015-2422-9
Gillespie-Lynch, K., Daou, N., Obeid, R., Reardon, S., Khan, S., & Goldknopf, E. J. (2021). What contributes to stigma towards autistic university students and students with other diagnoses? Journal of Autism and Developmental Disorders, 51, 459-475. https://doi.org/10.1007/s10803-020-04556-7
Giofrè, D., Provazza, S., Angione, D., Cini, A., Menazza, C., Oppi, F., & Cornoldi, C. (2019). The intellectual profile of children with autism spectrum disorders may be underestimated: A comparison between two different batteries in an Italian sample. Research in Developmental Disabilities, 90, 72-79. https://doi.org/10.1016/j.ridd.2019.04.009
Gobbo, K., & Shmulsky, S. (2014). Faculty experience with college students with autism spectrum disorders: A qualitative study of challenges and solutions. Focus on Autism and Other Developmental Disabilities, 29(1), 13-22. https://doi.org/10.1177/1088357613504989
Hurewitz, F., & Berger, P. E. (2008). Preparing students with autism for college, and preparing colleges for students with autism. Speaker’s Journal, 8(11), 109-117.
Lepore, L., & Brown, R. (1997). Category and stereotype activation: Is prejudice inevitable?. Journal of Personality and Social Psychology, 72(2), 275-287. https://doi.org/10.1037/0022-3514.72.2.275
Lipson, J., Taylor, C., Burk, J. A., & Dickter, C. L. (2020). Perceptions of and behavior toward university students with autism. Basic and Applied Social Psychology, 42(5), 354-368. https://doi.org/10.1080/01973533.2020.1785468
Lu, M., Wang, R., Zou, Y., & Pang, F. (2022). Chinese college students’ knowledge of autism spectrum disorder (ASD) and social distance from individuals with ASD: The mediating role of negative stereotypes. Journal of Autism and Developmental Disorders, 52(8), 3676-3685. https://doi.org/10.1007/s10803-021-05252-w
Matthews, N. L., Ly, A. R., & Goldberg, W. A. (2015). College students’ perceptions of peers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 90-99. https://doi.org/10.1007/s10803-014-2195-6
May, C. (2012). An investigation of attitude change in inclusive college classes including young adults with an intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 240–246. https://doi.org/10.1111/jppi.12013
Molina, L. E., Tropp, L. R., & Goode, C. (2016). Reflections on prejudice and intergroup relations. Current Opinion in Psychology, 11, 120–124. https://doi.org/10.1016/j.copsyc.2016.08.001
Morrison, K. E., DeBrabander, K. M., Faso, D. J., & Sasson, N. J. (2019). Variability in first impressions of autistic adults made by neurotypical raters is driven more by characteristics of the rater than by characteristics of autistic adults. Autism, 23(7), 1817-1829. https://doi.org/10.1177/1362361318824104
Nevill, R. E., & White, S. W. (2011). College students’ openness toward autism spectrum disorders: Improving peer acceptance. Journal of Autism and Developmental Disorders, 41, 1619-1628. https://doi.org/10.1007/s10803-011-1189-x
Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751. https://doi.org/10.1037/0022-3514.90.5.751
Sasson, N. J., & Morrison, K. E. (2019). First impressions of adults with autism improve with diagnostic disclosure and increased autism knowledge of peers. Autism, 23(1), 50-59. https://doi.org/10.1177/1362361317729526
Schindler, V., Cajiga, A., Aaronson, R., & Salas, L. (2015). The experience of transition to college for students diagnosed with Asperger’s disorder. The Open Journal of Occupational Therapy, 3(1), 2. https://doi.org/10.15453/2168-6408.1129
Τσορμπατζούδης, Χ. (2016). Η έρευνα στην εκπαίδευση: Σχεδιασμός, διεξαγωγή και αξιολόγηση της ποσοτικής και ποιοτικής έρευνας. Έλλην.
Turnock, A., Langley, K., & Jones, C. R. (2022). Understanding stigma in autism: A narrative review and theoretical model. Autism in Adulthood, 4(1), 76-91.
Van Bergeijk, E., Klin, A., & Volkmar, F. (2008). Supporting more able students on the autism spectrum: College and beyond. Journal of Autism and Developmental Disorders, 38, 1359-1370. https://doi.org/10.1007/s10803-007-0524-8
Van Hees, V., Moyson, T., & Roeyers, H. (2015). Higher education experiences of students with autism spectrum disorder: Challenges, benefits and support needs. Journal of Autism and Developmental Disorders, 45, 1673-1688. https://doi.org/10.1007/s10803-014-2324-2
Wenzel, C., & Brown, J. T.(2014). Beyond academic intelligence: Increasing college success for students on the autism spectrum. In Assessment, interventions, and policy (Vol. 2, ch. 39). Wiley. https://doi.org/10.1002/9781118911389.hautc39
White, D., Hillier, A., Frye, A., & Makrez, E. (2019). College students’ knowledge and attitudes towards students on the autism spectrum. Journal of Autism and Developmental Disorders, 49, 2699-2705. https://doi.org/10.1007/s10803-016-2818-1