期刊
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
卷 44, 期 5, 页码 1008-1017出版社
SPRINGER/PLENUM PUBLISHERS
DOI: 10.1007/s10803-013-1950-4
关键词
Autism spectrum disorder; Acceptance; Post-secondary education; Behavioral intent; Peers
资金
- Canadian Institutes of Health Research Funding Source: Medline
With growing numbers of individuals with autism spectrum disorder (ASD) entering post-secondary institutions, strategies are needed to facilitate the social integration of these students. The goal of this study was to examine the role of various factors in university students' acceptance of, and intention to volunteer with, a peer with ASD. Both contact quantity and quality emerged as significant predictors of acceptance; however, for those who had experienced direct contact with individuals with ASD, only perceived quality emerged as significant. Moreover, acceptance played a significant role in participants' likelihood of signing up to volunteer. These findings point to the central role that positive experiences play in attitude formation for this population.
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