東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Twice-Exceptional College Students I...

Tagtmeyer, Connie J.

FindBook

Google Book

Amazon

博客來

Twice-Exceptional College Students Identified as Gifted and Diagnosed with Autism Spectrum Disorder: A Comparative Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Twice-Exceptional College Students Identified as Gifted and Diagnosed with Autism Spectrum Disorder: A Comparative Case Study./
作者:	Tagtmeyer, Connie J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	228 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
Contained By:	Dissertation Abstracts International79-08B(E).
標題:	Counseling Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642726
ISBN:	9780355818451

Twice-Exceptional College Students Identified as Gifted and Diagnosed with Autism Spectrum Disorder: A Comparative Case Study.
Tagtmeyer, Connie J.

Twice-Exceptional College Students Identified as Gifted and Diagnosed with Autism Spectrum Disorder: A Comparative Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 228 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.

Thesis (Ph.D.)--The University of New Mexico, 2017.

This comparative case study investigated the college experiences of twice-exceptional college students identified as gifted and diagnosed with autism spectrum disorder (GTASD). Increasing numbers of students with ASD are entering universities (NCES, 2008; Shattuck et al., 2012) making the identification of supports for their academic success imperative. However, little is known about their college experiences and their challenges in transitioning to higher education settings. This study examined the college experience from the perspective of the GTASD college student. Based on ecological systems theory, five cases were designed that included ten participants. Each of the five cases contained one GTASD college student and their respective advocate. Data was collected from multiple sources (twenty-five interviews of students and advocates, student generated photographs, and an online demographic and educational experiences surveys) and analyzed from a grounded theory perspective. Findings from this study indicated that accurate diagnosis of autism and early identification of giftedness is needed to determine individual differences and provide the social and emotional skills necessary for the successful college experiences of the GTASD college student. Information learned from this study may directly help students, inform support systems (counselors, parents or guardians, college personnel), improve transitional services, and highlight relevant counseling needs.

ISBN: 9780355818451Subjects--Topical Terms:

2122842
Counseling Psychology.

Twice-Exceptional College Students Identified as Gifted and Diagnosed with Autism Spectrum Disorder: A Comparative Case Study.
LDR:02530nmm a2200325 4500 001 2204241
005 20190709084845.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355818451
035 $a (MiAaPQ)AAI10642726
035 $a (MiAaPQ)newmex:11890
035 $a AAI10642726
040 $a MiAaPQ $c MiAaPQ
100 1 $a Tagtmeyer, Connie J. $3 3431077
245 1 0 $a Twice-Exceptional College Students Identified as Gifted and Diagnosed with Autism Spectrum Disorder: A Comparative Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 228 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
500 $a Adviser: Deborah Rifenbary.
502 $a Thesis (Ph.D.)--The University of New Mexico, 2017.
520 $a This comparative case study investigated the college experiences of twice-exceptional college students identified as gifted and diagnosed with autism spectrum disorder (GTASD). Increasing numbers of students with ASD are entering universities (NCES, 2008; Shattuck et al., 2012) making the identification of supports for their academic success imperative. However, little is known about their college experiences and their challenges in transitioning to higher education settings. This study examined the college experience from the perspective of the GTASD college student. Based on ecological systems theory, five cases were designed that included ten participants. Each of the five cases contained one GTASD college student and their respective advocate. Data was collected from multiple sources (twenty-five interviews of students and advocates, student generated photographs, and an online demographic and educational experiences surveys) and analyzed from a grounded theory perspective. Findings from this study indicated that accurate diagnosis of autism and early identification of giftedness is needed to determine individual differences and provide the social and emotional skills necessary for the successful college experiences of the GTASD college student. Information learned from this study may directly help students, inform support systems (counselors, parents or guardians, college personnel), improve transitional services, and highlight relevant counseling needs.
590 $a School code: 0142.
650 4 $a Counseling Psychology. $3 2122842
650 4 $a Gifted education. $3 3172499
650 4 $a Higher education. $3 641065
650 4 $a School counseling. $3 2144793
690 $a 0603
690 $a 0445
690 $a 0745
690 $a 0519
710 2 $a The University of New Mexico. $b Counselor Education. $3 3177010
773 0 $t Dissertation Abstracts International $g 79-08B(E).
790 $a 0142
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642726