自闭症学生在高等教育中的经历：综述之综述
Experiences of Autistic Students in Postsecondary Education: A Review of Reviews.
作者信息
Ames Megan E, Sihoe C Emmett, Coombs Emily C, Foreman Sydney, Punt Kaitlyn, Singh Varinder, Stack Tyler, McMorris Carly A
机构信息
Department of Psychology, University of Victoria, Victoria, Canada.
Werklund School of Education, University of Calgary, Calgary, Canada.
出版信息
Autism Adulthood. 2025 Aug 11;7(4):367-385. doi: 10.1089/aut.2024.0131. eCollection 2025 Aug.
BACKGROUND
The number of autistic students enrolling in postsecondary education is rising, accompanied by an increase in research and subsequent reviews (i.e., meta-analyses, systematic and scoping reviews) describing the experiences of autistic postsecondary students. We summarize the current state of the literature by describing the characteristics (e.g., publication year, language use), evaluating the quality, and mapping the domains and findings of reviews examining autistic postsecondary students to inform future directions of this research.
METHODS
Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines for systematic reviews and meta-analyses were followed. Reviews were included if they were (1) published between January 2000 and December 2023; (2) focused on postsecondary students who had a diagnosis of autism or self-identify as autistic; and (3) focused on experiences of autistic students in postsecondary settings. Consistent with other reviews of reviews, articles were coded for quality, including publication bias. Thematic analysis was used to extract themes from reviews.
RESULTS
Out of 1575 articles, 26 published reviews were included. Over half the reviews were published within the past 5 years (i.e., 2019 onward; = 14; 54%) and were systematic or scoping reviews ( = 20; 77%), while half were conducted by researchers from the United States. The quality of systematic or scoping reviews ( = 20) was mostly acceptable; however, only three assessed publication bias and eight appraised study quality. Six themes were constructed from coded information identifying gaps, main findings, and review strengths as follows: (1) the need for methodological rigor; (2) the need for evidence-based, individualized supports; (3) the need to consider autistic students as a heterogenous population with diverse academic experiences; (4) the need to understand nonacademic factors impacting academic experiences; (5) research addressing or highlighting relevant gaps; and (6) research guided by lived experience and frameworks.
CONCLUSIONS
We summarize key findings from the current literature and make relevant recommendations to move the research on autism in postsecondary forward.
背景
进入高等教育阶段的自闭症学生数量在不断增加，与此同时，描述自闭症高等教育学生经历的研究及后续综述（即荟萃分析、系统综述和范围综述）也在增多。我们通过描述文献的特征（如发表年份、语言使用情况）、评估质量以及梳理有关自闭症高等教育学生的综述的领域和研究结果，来总结当前文献的现状，为该研究的未来方向提供参考。
方法
遵循系统综述和荟萃分析的首选报告项目指南进行系统综述和荟萃分析。纳入的综述需满足以下条件：（1）发表于2000年1月至2023年12月之间；（2）聚焦于被诊断为自闭症或自我认定为自闭症的高等教育学生；（3）聚焦于自闭症学生在高等教育环境中的经历。与其他综述性文章一致，对文章进行质量编码，包括发表偏倚。采用主题分析法从综述中提取主题。
结果
在1575篇文章中，纳入了26篇已发表的综述。超过半数的综述是在过去5年（即2019年及以后）发表的（n = 14；54%），且为系统综述或范围综述（n = 20；77%），其中一半是由美国的研究人员进行的。系统综述或范围综述（n = 20）的质量大多可以接受；然而，只有三项评估了发表偏倚，八项评估了研究质量。根据编码信息构建了六个主题，识别出了差距、主要研究结果和综述优势，具体如下：（1）需要方法严谨性；（2）需要基于证据的个性化支持；（3）需要将自闭症学生视为具有不同学术经历的异质群体；（4）需要理解影响学术经历的非学术因素；（5）解决或突出相关差距的研究；（6）以生活经历和框架为指导的研究。
结论
我们总结了当前文献的关键研究结果，并提出了相关建议，以推动高等教育阶段自闭症研究的发展。
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