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      Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Little is known about the academic and extra-curricular experiences of academically talented students with Autism Spectrum Disorder (ASD). This study focused on how these capable students with ASD successfully navigated and completed high school, and specifically, the experiences that enabled them to attend competitive colleges. Using comparative case studies and directed content analysis, data were derived from semi-structured interviews with 40 students who had been identified as academically talented with ASD, and were enrolled in, or recently graduated from, highly competitive colleges in the United States. The majority were identified as having academic talents, participated in challenging honors classes, enrichment opportunities, interest-based extra-curricular activities, residential summer programs, and pursued other advanced educational experiences. Implications for educational and talent development services are included.

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          Using thematic analysis in psychology

          Virginia Braun, Victoria Clarke (2014)
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            Three approaches to qualitative content analysis.

            Hsiu-Fang Hsieh, Sarah Shannon (2016)
            Content analysis is a widely used qualitative research technique. Rather than being a single method, current applications of content analysis show three distinct approaches: conventional, directed, or summative. All three approaches are used to interpret meaning from the content of text data and, hence, adhere to the naturalistic paradigm. The major differences among the approaches are coding schemes, origins of codes, and threats to trustworthiness. In conventional content analysis, coding categories are derived directly from the text data. With a directed approach, analysis starts with a theory or relevant research findings as guidance for initial codes. A summative content analysis involves counting and comparisons, usually of keywords or content, followed by the interpretation of the underlying context. The authors delineate analytic procedures specific to each approach and techniques addressing trustworthiness with hypothetical examples drawn from the area of end-of-life care.
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              The qualitative content analysis process.

              Satu Elo, Helvi Kyngäs (2008)
              This paper is a description of inductive and deductive content analysis. Content analysis is a method that may be used with either qualitative or quantitative data and in an inductive or deductive way. Qualitative content analysis is commonly used in nursing studies but little has been published on the analysis process and many research books generally only provide a short description of this method. When using content analysis, the aim was to build a model to describe the phenomenon in a conceptual form. Both inductive and deductive analysis processes are represented as three main phases: preparation, organizing and reporting. The preparation phase is similar in both approaches. The concepts are derived from the data in inductive content analysis. Deductive content analysis is used when the structure of analysis is operationalized on the basis of previous knowledge. Inductive content analysis is used in cases where there are no previous studies dealing with the phenomenon or when it is fragmented. A deductive approach is useful if the general aim was to test a previous theory in a different situation or to compare categories at different time periods.
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                Author and article information

                Contributors
                Sally M. Reis:
                ORCID: http://orcid.org/0000-0002-8787-3642
                sally.reis@uconn.edu
                Journal
                Journal ID (nlm-ta): J Autism Dev Disord
                Journal ID (iso-abbrev): J Autism Dev Disord
                Title: Journal of Autism and Developmental Disorders
                Publisher: Springer US (New York )
                ISSN (Print): 0162-3257
                ISSN (Electronic): 1573-3432
                Publication date (Electronic): 21 October 2021
                Publication date PMC-release: 21 October 2021
                Publication date (Print): 2022
                Volume: 52
                Issue: 10
                Pages: 4426-4439
                Affiliations
                GRID grid.63054.34, ISNI 0000 0001 0860 4915, Department of Educational Psychology, Neag School of Education, , University of Connecticut, ; 2131 Hillside Road, Unit 3007, Storrs, Mansfield, CT 06269-3064 USA
                Author information
                http://orcid.org/0000-0002-8787-3642
                Article
                Publisher ID: 5290
                DOI: 10.1007/s10803-021-05290-4
                PMC ID: 9508198
                PubMed ID: 34676485
                SO-VID: 056191ce-c5dc-47a6-bc48-6343863f9253
                Copyright © © The Author(s) 2021
                License:

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                History
                Date accepted : 9 September 2021
                Funding
                Funded by: US Department of Education
                Award ID: S206A190023
                Award Recipient :
                Categories
                Subject: Original Paper
                Custom metadata
                issue-copyright-statement © Springer Science+Business Media, LLC, part of Springer Nature 2022

                ScienceOpen disciplines: Neurology
                Keywords: autism,twice-exceptional,academically talented,high school academic success,transition to college
                Data availability:
                ScienceOpen disciplines: Neurology
                Keywords: autism, twice-exceptional, academically talented, high school academic success, transition to college

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