Exploring Post-Secondary Autistic Young Adults’ Perceptions and Experiences of Coresidence with their Parents
Bibliographic record
Abstract
This study examined the post-secondary education experiences of Canadian university students diagnosed with autism spectrum disorder (ASD) who live or lived with their parents while enrolled. By adopting a life course perspective (Elder, 1998; Elder et al., 2015), this research scrutinized participants’: (1) experiences in navigating and/or completing their university programs as a part of achieving or affirming their adulthood; and (2) views on how cohabitation with their parents impacts their university experiences and their progression/status as adults. The eight individuals who participated in this study were 18 to 33 years old, held varying gender identities, and were either formally diagnosed with ASD at different points in their lives or self-identified as someone on the autism spectrum. Data was analysed through a qualitative interpretive approach that utilized reflexive thematic analysis to build an understanding of autistic post-secondary students’ learning experiences and perceptions of adulthood (Braun & Clarke, 2022). Analysis resulted in five themes related to the principles of the life course perspective and reflecting the experiences and perspectives of the participants. These themes revealed that the post-secondary experiences of the participants reflected their enrolment in a particular time and place, their ongoing activity and agency in their development, the importance of the connections with their family and friends, and the role of time and timings in their functionality in post-secondary. This study concludes with a discussion on both the practical and research implications of the findings, the limitations and strengths of the study and areas recommended for future research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".