Journal Critique – Transition Planning

Journal Critique – Transition Planning

This journal critique will focus on Austermann et al.’s (2023) article on “The Transition to College.”

Research Problem Statement

Students face many hurdles in their academic journey. However, the period of transitioning from high school to college poses serious challenges to all students. The college life and environment are alien to many students, and the lifestyle led by students there is totally different from what they were used to in high school. Accordingly, the journey of transitioning to college can be quite rough for students with autism spectrum disorder (ASD). Noteworthy, college requires independence in various aspects, a requirement that leaves many ASD students struggling. As such, life in college can be frustrating and mentally draining for these students (Gurbuz et al., 2019). Even so, the challenges of ASD students and overall experiences in college are underresearched, making it an imperative need to research more on this topic. In this respect, this research aimed to investigate the experiences and challenges of these special needs students as they moved from secondary institutions to those of higher learning.

Furthermore, understanding their experiences contributes to the broader conversation that touches on inclusive education. The research can amplify the call on the importance of giving appropriate support to all students, whether with disabilities or not. This research can help promote greater understanding and awareness of the needs of students with ASD in higher education by highlighting the unique experiences of this population. Consequently, stakeholders in the education sector can see the need to come up with more inclusive and supportive environments to ensure that these special needs students have a chance to thrive academically and socially just like other students.

 The Research Question

• What are the lived experiences of successful college students who are academically talented and diagnosed with autism spectrum disorder, specifically in the context of their postsecondary transition process, what strategies do they identify as contributing to their academic success, and what challenges do they encounter during this transition to their postsecondary institution?

This research is significant when it comes to expanding the understanding of special education (SPED). The fact that it sheds light on the unique experiences of academically talented college students diagnosed with ASD as they transition from high school to college means that the research is well within the boundaries of the scope of SPED. The study touches on the rarely researched topic of transition of special needs learners, thus helping identify best practices and challenges encountered during this critical period. Through the study, parents, teachers, students, and policymakers get to gain a deeper understanding of the complexities of supporting students with ASD in higher education settings. This knowledge can inform the development of more effective support and intervention strategies, ultimately enhancing the inclusivity and success of academically talented students with ASD in college.

Method

Forty participants who have been diagnosed with ASD were involved in the study. These individuals were either continuing students or recent graduates from tertiary institutions that offer four years of postsecondary education. All participants were students or recent graduates of institutions of higher learning that are located in the Western, Midwestern, and Northeastern states. The sample size was purely male, with fourteen participants being freshmen or sophomores, another fourteen being juniors or seniors, four being graduate students, and eight being between grades.

Three researchers conducted semi-structured interviews, which lasted between 45 and 90 minutes. The interviews delved into the participants’ experiences, particularly those experiences related to the transition from high school to college. Austermann et al. (2023) aimed at creating a welcoming and comfortable environment for participants to share their experiences. The interview protocol began with open-ended queries touching on the interests of the participants and their experiences, followed by content questions related to transition experiences.

After each interview, participants received an official thank you letter. They were presented with a gift certificate as an incentive and assured privacy. The interviews were transcribed, reviewed for accuracy by both interviewers, and sent to the participants for member checks. The transcripts were then assigned pseudonyms and de-identified. A codebook thematic analysis approach was used to analyze the data. The researchers followed the six stages of familiarization, coding, theme development, reviewing themes, defining themes, and producing the report (Austermann et al., 2023). Austermann et al. (2023) independently conducted initial coding, shared their codes, and systematized them into eleven categories; these were then condensed into eight themes. These themes were later condensed into three primary results: academic preparation, social and emotional skills and support, and development of independent living (Austermann et al., 2023).

Results

The majority of participants (80%) noted that their high school emphasized the importance of strong academic background skills for success in college. However, 40% expressed a desire for more chances to enhance their advanced academic skills, particularly in areas where they perceived deficiencies (Austermann et al., 2023). Additionally, 68% expressed a desire for better time management skills, and 35% wished they had more learning and study strategies. From these findings, it is clear that there is a pressing need to provide comprehensive academic support to students with ASD. The support can be in the form of targeted interventions aimed at helping students overcome specific academic weaknesses and develop executive function skills, such as how to manage time and best study tactics.

In other findings, 55% of the participants laid emphasis on the usefulness of drawing lessons from undesirable experiences (Austermann et al., 2023). They stressed the importance of an individual being resilient and able to develop independent coping strategies. Besides, they highlighted the need to be given more information on how to cope with mental health challenges since they are most likely to encounter them in their transition phase. They pointed out that there is a need to prepare transitioning students to face various social challenges in college, such as alcohol and dating issues. Also, there was a feeling that students needed to be provided with resources to help them destress and recharge.

Lastly, a majority of participants (73%) felt that it was important for students to understand the differences existing between high school and college environments. Moreover, 50% of the participants reported finding it challenging to live away from their homes and be independent (Austermann et al., 2023). They suggested over-exposing students to available resources, providing a basic review of challenges with transitions. Besides, they noted that it is vital for high school students to be exposed and taught independent living skills so that they do not struggle after joining institutions of higher learning.

Reflection

Austermann et al.’s (2023) article is valuable as it possesses significant insights and implications regarding SPED. It touches on a matter that is rarely addressed: the experiences of students with ASD during their transition from high school to college. The insights given by this research can help formulate support and intervention strategies to ensure that the hurdles that these students face are removed, hence a smooth learning experience and overall well-being. The study serves as a wake-up call in terms of providing inclusive environments in institutions of tertiary education where all students, regardless of their abilities or disabilities, have equal chances of academic success.

I agree with the findings and claims presented by this study. Its emphasis on the importance of academic preparation, social and emotional skills and support, and development of independent living make sense and are best practices in supporting students with ASD in higher education settings. Additionally, the study recommends channeling targeted interventions and resources to help these students during transition periods. This makes sense and resonates with the broader goal of promoting inclusive education and ensuring the success of all students. However, relying only on male participants is a concern. Besides, this could potentially give one-sided findings and hence undermine the credibility of the results.

Moving forward, research in this area could further explore the effectiveness of specific support and intervention strategies for academically talented college students with ASD. It can be insightful if the research that dwells on longitudinal studies is conducted to track the experiences and outcomes of these students over time to assess the impact of various interventions and support systems. Further, research could be carried out to investigate how technology and online resources are shaping the learning experiences of these students in tertiary institutions. Building on findings from this study can help create more inclusive and supportive environments for academically talented college students with ASD.

References

Austermann, Q., Gelbar, N. W., Reis, S. M., & Madaus, J. W. (2023). The transition to college: Lived experiences of academically talented students with autism. Frontiers in Psychiatry, 14, 1125904. https://doi.org/10.3389/fpsyt.2023.1125904

Gurbuz, E., Hanley, M., & Riby, D. M. (2019). University students with autism: The social and academic experiences of university in the UK. Journal of Autism and Developmental Disorders, 49(2), 617–631. https://doi.org/10.1007/s10803-018-3741-4

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Overview

You will submit three Journal Critiques throughout the course. You must choose an article to review related to the topics listed below. Articles from different professional journals must be used for the development of your critiques:

Journal Critique: Disability and Advocacy

Journal Critique: Community-Based Supports and Services

Journal Critique: Transition Planning

Instructions

For each critique, follow these guidelines:

• Articles are not to be more than 1 year old.
• Articles must present original research (quantitative, qualitative, mixed-methods, or meta-analysis are acceptable). Do not choose articles that argue a position but don’t present new research. These are important articles but don’t help you build the skills you will need to successfully complete a dissertation
• When composing your reviews, practice using graduate professional writing. Do not begin with “This article is about…” and don’t relate your personal stories.
• Current APA format must be used, including:
  • A title page,
  • A reference page, and
  • Writing in third-person. Avoid “I” statements or personal stories. The reader knows something is your opinion because you are the one writing it. You don’t need to statements like “I think that …”, or “I believe …”
• Critiques must be 2–5 pages in length, not including the title page or reference page.

The following general format should be followed:

• Statement of the problem: What is the issue this research is trying to address? You need to make a case for why the research is important based upon the background information provided in the article. For example, when reviewing an article about a new reading methods instruction you could report poor student reading outcomes.
• Statement of a research question: The research question is almost always found in the paragraph directly before the methods section. The research question is a clear, one-sentence explanation of what the researchers wanted to find out in their research. How will this research expand what we know about SPED?
• Methods: In this section, you need to explain how the researchers conducted their study to answer the research question. Who participated in the study? What did they do? How was the data collected?
• Results: Present what the research found. If the study was quantitative, present some of the statistical results. If the study was qualitative, provide specific information they learned. Don’t talk in general vague statements.
• Reflection: What does this mean for SPED practice in general? Do you agree or disagree with any part of the study or claims? Where should research go from here?