| Title |
College Students’ Openness Toward Autism Spectrum Disorders: Improving Peer Acceptance
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, February 2011
|
| DOI | 10.1007/s10803-011-1189-x |
| Pubmed ID | |
| Authors |
Rose E. A. Nevill, Susan W. White |
| Abstract |
One probable consequence of rising rates of autism spectrum disorder diagnosis in individuals without co-occurring intellectual disability is that more young adults with diagnoses or traits of ASD will attend college and require appropriate supports. This study sought to explore college students' openness to peers who demonstrate ASD-characteristic behaviors. Results showed a significant difference in openness between students who had a first-degree relative with an ASD (n = 18) and a gender-matched comparison group of students without such experience (F = 4.85, p = .035). Engineering and physical science majors did not demonstrate more overall openness. Universities should make efforts to prevent social isolation of students with ASD, such as programs to educate students about ASD and supports to ease college transition. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 278 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 4 | 1% |
| United Kingdom | 1 | <1% |
| Italy | 1 | <1% |
| Unknown | 272 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 45 | 16% |
| Student > Master | 39 | 14% |
| Student > Doctoral Student | 29 | 10% |
| Student > Bachelor | 29 | 10% |
| Researcher | 27 | 10% |
| Other | 40 | 14% |
| Unknown | 69 | 25% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 84 | 30% |
| Social Sciences | 57 | 21% |
| Medicine and Dentistry | 16 | 6% |
| Arts and Humanities | 9 | 3% |
| Nursing and Health Professions | 8 | 3% |
| Other | 27 | 10% |
| Unknown | 77 | 28% |
Attention Score in Context
This research output has an Altmetric Attention Score of 19. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 August 2015.
All research outputs
#1,755,638
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#749
of 5,240 outputs
Outputs of similar age
#9,991
of 190,446 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#5
of 32 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 92nd percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has done well, scoring higher than 86% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 190,446 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 94% of its contemporaries.
We're also able to compare this research output to 32 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 84% of its contemporaries.