ArticleFrontiers in psychology2022
High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents' perceptions.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 14 citations in OpenAlex.
- Freshman Experiences Among Neurodivergent Students Following a STEM-Focused High School-to-College Transition Program.Behavioral sciences (Basel, Switzerland) · 2026Article
- Saudi teachers 'knowledge and implementation of transitional skills and transition planning for students with autism spectrum disorder in Saudi Arabia.International journal of developmental disabilities · 2026Article
- Transitioning on from Secondary School for Autistic Students: A Systematic Review.Autism in adulthood · 2025Article
- Research-Based Strength-Based Teaching and Support Strategies for Twice-Exceptional High School Students with Autism Spectrum Disorder.Behavioral sciences (Basel, Switzerland) · 2025Review
- The transition to college: lived experiences of academically talented students with autism.Frontiers in psychiatry · 2023Article
- High school and transition experiences of twice exceptional students with autism spectrum disorder: Parents' perceptions.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Students with autism spectrum disorder (ASD) are accessing college in increasing numbers. Within this cohort are students who are twice exceptional-those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition to college. Parents play a critical role in the secondary transition process, but currently, there is a paucity of research that examines their perceptions of this experience. This study presents the results of semi-structured interviews with the parents of 10 college students with ASD who were enrolled in postsecondary institutions in the United States. The parents provided perceptions of their student's best and most challenging aspects of high school, as well as of the transition preparation the student received. Suggestions were offered in regard to how transition services can be improved for this group of students. Implications for planning and practice are presented.
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Registered trials
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