Читать книгу An EasyGuide to APA Style - Regan A. R. Gurung - Страница 17
Descriptions of Images and Figures
ОглавлениеThe details of the page number and content are as follows:
Page number, 1 is shown at the top right corner and the content reads as follows:
Willingness of College Students to Assist and
Accommodate Peers With Autism
Steven Barcenes
Department of Psychological Science,
Boise State University
PSYC 321 Research Methods
Dr. Eric Landrum
December 6, 2018
The title, Willingness of College Students to Assist and Accommodate Peers With Autism, is in boldface and the entire content is center aligned and title cased.
The details of the callouts are as follows:
Callout labeled New Format points to the top left side and the text in it reads as follows:In the PM (7th ed.), the use of the running head has gone away for the student version of the title pages. If submitting to a journal, a running head would be used.See Chapter 14, page 148.
Callout labeled page numbering points to the page number and the text in it reads as follows:See directions for how to insert page numbering using Word 2016.See Chapter 16, page 170.
Callout labeled The Title Page points to the content and the text in it reads as followsThis is always the first page of your paper.See Chapter 14, page 145
Callout labeled Boldface and Capitalization points to the first two lines of the content and the text in it reads as follows:The title of the paper is boldfaced, and the first letter of all words in your title that are four or more letters long is capitalized.See Chapter 14, page 148
The details of the page number and content are as follows:
Page number, 2 is shown at the top right corner and the content reads as follows:
Abstract (center aligned and boldfaced)
As autism increases in prevalence, more young adults with autism are pursuing higher education to earn a degree. This has led to a greater need for collegewide support for these students in order to better prepare them for success. Peer mentorships are effective at supporting students with autism; however, these programs require willingness on the part of typically developed peers. Using a survey given to students in an introductory psychology course, willingness for students to accommodate their peers with autism was measured and then compared to the students’ familiarity with autism. The knowledge gained from this study can be used to help prepare colleges and universities for developing programs aimed at supporting students with autism through their peers.
Keywords: autism spectrum disorder, college students, peer mentorship, accommodating
The callout labeled “Abstract” points to the title and the text in the callout reads as follows:
The Abstract has special preparation rules: heading should be boldfaced; length no longer than 250 words.See Chapter 14, page 149
The details of the page number and content are as follows:
Page number, 3 is shown at the top right corner and the title, Willingness of College Students to Assist and Accommodate Peers With Autism is shown at the top center, in boldface. The text below the title reads as follows:
In recent decades there has been a growing number of individuals diagnosed with autism spectrum disorder (ASD), a developmental disability defined by difficulties in areas such as communication, social skills, and repetitive or restrictive behaviors. In fact, 1 in 59 children is believed to have the disorder, making ASD rather prevalent in areas such as the educational system (Autism Speaks, n.d.). Some children with ASD have milder symptoms and are considered high functioning as a result of several factors such as early diagnosis and intervention, making higher education a very real possibility (Barnhill, 2016). Though their symptoms may be mild, college students with autism face many more challenges than their typically developed peers do, as they struggle with aspects of college such as the lack of structure and routine (Kuder & Accardo, 2018). Additionally, these students struggle with maintaining study habits such as note taking and with participating in group collaborations with peers (Gillespie-Lynch, et al., 2017; Kuder & Accardo, 2018). In order for students with ASD to be successful in college, these challenges and many others must be addressed by providing these students with substantial support.
In their study, Ashbaugh et al. (2017) found that one way to better ensure the success of college students with ASD was to increase their social integration, which positively correlated with increases in the students’ grade-point averages. Increasing social integration, however, requires a general awareness of the disorder and a decreased stigma towards those with the disability. Fortunately, as autism has increased in prevalence so has awareness, even among the college community (Tipton & Blacher, 2014). Gillespie-Lynch et al., (2015) observed that
The details of the callouts are as follows:
Callout labeled Titles points to the title and the text in it reads as follows:The title of your Introduction is centered and boldfacedSee Chapter 16, page 179
Callout labeled Using an Acronym points to the text, ASD and the text in the callout reads as follows:An acronym has to be defined upon its first use.See Chapter 18, page 192
Callout labeled Multiple Citations in Text points to the text, Gillespie-Lynch, et al., 2017; Kuder & Accardo, 2018, and the text in the callout reads as follows:This is the proper format when giving credit to multiple sources for the same idea(s) at the end of a sentence of a paragraph.See Chapter 8., page 84
The details of the page number and content are as follows:
Page number, 4 is shown at the top right corner and the content reads as follows:
stigma among college students towards individuals with ASD was generally low as they reported that they were “somewhat willing” to engage with a person on the autism spectrum. Furthermore, this stigma was found to decrease after the students underwent an autism training to increase their knowledge about the disorder, demonstrating an inverse relationship between autism awareness and level of stigma (Gillespie-Lynch et al., 2015). Matthews et al. (2015) also observed that more positive attitudes were reported towards an individual who displayed autistic behaviors when that individual was labeled with autism as opposed to when the individual had no label, suggesting an awareness of autism symptomatology can help to create more positive attitudes towards individuals with the disability, leading to better social integration.
Increasing awareness and decreasing stigmatization of ASD among college students clears the way to providing one of the most effective support programs for students with ASD: peer mentorship and coaching. Researchers have conducted several studies on the utilization of peer mentorships, and they have reported that it is widely accessed by students with autism and effective in providing the necessary support to succeed academically and socially (Ashbaugh et al., 2017; Barnhill, 2016; Gillespie-Lynch et al., 2017; Hafner et al., 2011; Kuder & Accardo, 2018). For instance, Ashbaugh et al. (2017) used similarly aged college students participating in a research assistantship to be peer mentors to students with ASD, providing these mentors with training in the symptoms and treatment options for ASD. When provided with the proper training and support, peer mentors are able to effectively come alongside students with autism, such as by accompanying them at campus-based activities or other social
The details of the callouts are as follows:
Callout labeled And others points to the text, Gillespie-Lynch et al., and the text in the callout reads as follows:Learn the proper way to use “et al.” in text and what it means.See Chapter 8., page 84
Callout labeled Avoiding the Anthropomorphism/Pathetic Fallacy Error points to the text, researchers have conducted several studies, and the text in the callout reads as follows:This sentence might have originally started with “Studies have found.…” or “Research has shown.…” This author did a nice job avoiding the anthropomorphism/pathetic fallacy error. More tips are included on how to do that.See Chapter 3, page 31
Callout labeled In-Text Citation Rules points to the text, Kuder & Accardo, and the text in the callout reads as follows:Inside of parentheses, the ampersand symbol (&) is used instead of the word “and”See Chapter 8, page 84
The details of the page number and content are as follows:
Page number, 5 is shown at the top right corner and the content reads as follows:
opportunities, teaching them appropriate social skills and providing mentees with feedback on their own behavior (Ashbaugh et al., 2017; Gillespie-Lynch et al., 2017). Peer mentors are also able to help students with ASD improve in other areas where they are challenged, such as in academic self-advocacy to equip students to ask for reasonable accommodations (Gillespie-Lynch et al., 2017).
Gillespie-Lynch et al. (2017) concluded that students on the autism spectrum who participated in a mentorship program benefited greatly from it and reported very positive experiences, particularly in the opportunities to engage in social interactions. Even without a structured peer mentorship program, however, the involvement of peers in integrating students with autism into college life is crucial. For example, in one research study students with developmental disabilities (such as autism) were able to live on campus, though it required the support of students living in the same resident halls and their willingness to accommodate their peers (Hafner et al., 2011). These results are consistent with the advice offered by colleges and universities as reported by Barnhill (2016):
offering support to students with ASD is a team effort, requiring more than just faculty and professor support. Although research was conducted on the average college student’s perception of autism, there is limited knowledge on how this perception translates into a willingness to accommodate peers with ASD. Seeing as peer mentorships are effective in improving the academic and social standings of students with ASD, it would be beneficial to measure how willing students are to assist their peers with autism. Gillespie-Lynch et al. (2015) noted that an increase in autism knowledge led to a decrease in stigmatization of the disorder; however, how
The details of the callouts are as follows:
Callout labeled Pronoun Use points to the text, them and the text in the callout reads as follows:Plural pronoun use (“they”/”them”) is preferred over the awkwardness of “he or she” or “he/she.”See Chapter 6, page 64
Callout labeled Margins points to the bottom right corner of the paper and the text in the callout reads as follows:There should be 1-inch margins on all four sides of the page.See Chapter 14, page 146
The details of the page number and content are as follows:
Page number, 6 is shown at the top right corner and the content reads as follows:
does this knowledge translate into willingness to support students with ASD? The purpose of my study was to measure how willing college students are to assist and accommodate peers with ASD, and whether or not this willingness is influenced by knowledge and awareness of autism.
To accomplish this, participants were recruited from a pool of students in an introductory psychology course at a large western university. I hypothesized that students who are more familiar with knowledge on autism would also report a greater willingness to offer assistance and accommodations to peers with ASD. I also hypothesized that those who personally know an individual with ASD would report greater willingness to offer assistance.
Method (center aligned and in boldface)
Participants (left aligned and in boldface)
There were 93 students, 31.9% males and 68.1% females, recruited from an introductory psychology course in a large western university using the Sona Systems software. The students’ ages ranged from 18 to 31, with an average age of 18.66 (SD = 1.63). Participants self-selected into the study and rewarded with course credit.
Materials (left aligned and in boldface)
In this study I utilized a survey to gather information on participants’ experience with autism and their degree of willingness to assist peers with the disorder. Standard demographic questions were asked as well as specific questions pertaining to the study’s hypotheses, which I developed and are presented in Table 1. These questions were piloted using students enrolled in a research methods course.
The details of the callouts are as follows:
Callout labeled First Person Pronoun points to the word, I and the text in the callout reads as follows:Using the first-person pronoun here promotes clarity; it is clear who is speaking, and this avoids passive voice.See Chapter 3, page 36
Callout labeled Heading points to the text, Method and the text in the callout reads as follows:The Level 1 heading is centered and boldfaced; the Level 2 heading is flush left and boldfaced. Both are presented using title case capitalization rules.See Chapter 14, page 148
The details of the page number and content are as follows:
Page number, 7 is shown at the top right corner and the heading, Procedure is shown at the left. Below the title is the following content:
Participants first signed up on Sona Systems to take the survey, and then were given 60 minutes to complete the survey online on any device with Internet capabilities, taking an average of 28.65 minutes (SD equals 21.84). They were not debriefed after completion of the survey but they were thanked for their participation.
Results (Center aligned and boldfaced)
To review, I hypothesize that individuals who reported a greater familiarity with current autism knowledge would be more willing to accommodate peers with autism. To measure the independent variable of familiarity with autism knowledge, respondents self-reported their familiarity with autism knowledge on a scale of 1 equals not at all familiar to 4 equals very familiar. The dependent variable of willingness to accommodate peers with autism was measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals not at all familiar with (M equals 7.86, SD equals 1.91), slightly familiar with (M equals 8.78, SD equals 1.70), somewhat familiar with (M equals 9.13, SD equals 1.48), and very familiar with (M equals 8.25, SD equals 3.50) autism knowledge and their self-reported willingness to accommodate peers with autism, F(3,89) equals 2.09, p equals .107. This hypothesis was also tested by comparing reported familiarity with autism knowledge with willingness to become a peer mentor for a student with autism, measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals not at all familiar with (M equals 7.81, SD equals 1.91), slightly familiar with (M equals 8.20, SD equals 2.10), somewhat familiar with (M equals 8.71, SD equals 1.90), and very familiar
The details of the callouts are as follows:
Callout labeled Statistical Symbols points to the text, SD equals 21.84, and the text in the callout reads as follows:Statistical symbols such as SD are italicized.See Chapter 21, page 237
Callout labeled Verbal Descriptors of Scale Anchors points to the text, 1 equals not at all familiar to 4 equals very familiar, and the text in the callout reads as follows:The word-based (verbal) descriptors of the anchors of a numerical scale are italicized.See Chapter 13, page 140
The details of the page number and content are as follows:
Page number, 8 is shown at the top right corner and the content reads as follows:
with (M equals 8.00, SD equals 4.00) autism knowledge on their self-reported willingness to be a peer mentor for a student with autism, F (3,88) equals 0.71, p equals .548. I also hypothesize that individuals who personally know someone with autism would also report a greater willingness to accommodate peers with autism. The question of interest was “do you personally know an individual with autism,” with answers 1 equals yes and 2 equals no. The following dependent variable of willingness to accommodate peers with autism was measured on a scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals who know someone with autism (M equals 8.92, SD equals 1.62) and those who do not know someone with autism (M equals 8.19, SD equals 2.04) and their self-reported willingness to accommodate peers with autism, t (88) equals 1.91, p equals .060. This hypothesis was also tested by comparing responses to the question of interest with reported willingness to become a peer mentor for a student with autism, measured on the scale of 1 equals not willing at all to 10 equals very willing. There is not a significant difference between individuals who know someone with autism (M equals 8.49, SD equals 2.08) and those who do not know someone with autism (M equals 7.86, SD equals 2.09) on their self-reported willingness to accommodate peers with autism, t (87) equals 1.40, p equals .165. When comparing the two variables related to the hypotheses, there is a significant difference between those who know an individual with autism (M equals 2.30, SD equals 0.82) and those who do not (M equals 1.81, SD equals 0.78) on their familiarity with current knowledge on autism measured on a scale of 1 equals not at all familiar to 4 equals very familiar, F (1,89) equals 8.09, p equals .006. In general, measured on a scale of 1 equals not willing at all to 10 equals very willing, there was also a high
The details of the callouts are as follows:
Callout labeled Spacing points to the text, p equals .548, and the text in the callout reads as follows:Treat the equal (and less than) sign like a word, and make sure there are spaces on both sides of the sign.See Chapter 10, page 105
Callout labeled Leading Zero Rule points to the number, .165 and the text in the callout reads as follows:For numbers that cannot be larger than 1 (p value, correlation coefficient), do not include a leading zero ahead of the decimal point.See Chapter 10, page 102
The details of the page number and content are as follows:
Page number, 9 is shown at the top right corner and the content reads as follows:
degree of self-reported willingness to accommodate peers with autism among the respondents, M equals 8.62, SD equals 1.83. Willingness to participate in a peer mentorship program for students with autism, measured on a scale of 1 equals not willing at all to 10 equals very willing, was also high across respondents, M equals 8.24, SD equals 2.09.
Discussion (center aligned and boldfaced)
Although many of the college students reported only being slightly familiar with autism knowledge, an encouraging finding was an overall willingness among students to assist and accommodate peers with autism. This high degree of willingness is a promising outcome as it may pave the way for greater integration of students with autism, consequently increasing their rate of academic success.
Students even conveyed a willingness to become peer mentors for students with autism, if it was offered as a program for college credit, which may be a viable option for some universities as a way to support students with autism, and perhaps other disabilities.
In this study I hypothesized that knowing an individual with autism, such as a family member, a coworker, or a friend, would relate with more willingness to accommodate a peer with autism. I also hypothesized that those more familiar with current knowledge on autism would also report a higher degree of willingness to assist peers with the disorder. In conducting this study I found that among the students in the sample, knowing an individual with autism and/or reporting more familiarity with current knowledge on the disorder did not have a relationship with the individual’s willingness to accommodate a peer with autism.
The details of the callouts are as follows:
Callout labeled Measures of Central Tendency and Variability points to the text, M equals 8.24, and the text in the callout reads as follows:When reporting a measure of central tendency (like a mean or median), a measure of variability (like standard deviation or range) must also be reported.See Chapter 9, page 93
Callout labeled Line Spacing points to the space below the text, other disabilities and the text in the callout reads as follows:There should be no extra line spacing between paragraphs, just regular double-spacing throughout.See Chapter 14, page 146
The details of the page number and content are as follows:
Page number, 10 is shown at the top right corner and the content reads as follows:
These results came as a surprise, particularly in light of the research conducted by Gillespie-Lynch et al. (2015) in which the researchers concluded that an increase in autism knowledge led to a decrease in stigma. Assuming this pattern would also take place in the sample used for this survey, I predicted that stigma and willingness to accommodate a peer with autism would be inversely related; however, knowledge of autism did not have a significant impact on willingness. This may demonstrate that perhaps stigma towards autism does not impact willingness to accommodate, particularly since Gillespie-Lynch et al. (2015) also observed that students were generally “somewhat willing” to engage peers with autism, despite stigma. With a general willingness to assist peers with autism, increased social integration can more effectively take place, which can in turn help improve academic performance for students with autism (Ashbaugh et al., 2017).
Although there was no statistically significant relationship between autism knowledge and a student’s willingness to accommodate a peer with autism, the high degree of willingness measured across respondents provides a potential approach to support students with the disorder. If students are indeed willing to assist, universities nationwide may find it beneficial to invest in programs that offer students with autism peer assistance, whether it is simply note-taking or participating in a mentorship. By increasing the level of integration within a college campus, students with autism can be better equipped to succeed academically and socially, which can also help prepare them for careers in any field.
There are, of course, some limitations to my study. First, there were a limited amount of questions that could be asked, which made it difficult
The details of the callouts are as follows:
Callout labeled Avoiding Plagiarism points to the text, Gillespie-Lynch et al., and the text in the callout reads as follows:Use of citations in text gives credit to others for their ideas where credit is due.See Chapter 5, page 51
Callout labeled First Person Clarity points to the word, I and the text in the callout reads as follows:Writing in the first-person voice brings clarity to the message and clearly communicates who performed the actions; this clarity is preferred.See Chapter 6, page 59
The details of the page number and content are as follows:
Page number, 11 is shown at the top right corner and the content reads as follows:
to thoroughly assess an individual’s knowledge of autism as well as their willingness to accommodate peers. If more questions were permissible, then more detailed assessments could have been administered to measure a more accurate familiarity with autism knowledge, as well as a more precise degree of willingness. Additionally, since this study was a survey design, I was not able to manipulate variables so as to thoroughly analyze the relationship between familiarity with autism and degree of willingness to support peers with autism. With a different study design willingness could be measured through other means aside from self-report, such as through actual participation in similar programs and degree of engagement in such programs. Despite there being no significant relationship between familiarity with autism and willingness to accommodate a peer with autism, the high degree of willingness reported among the college students in this study was a very positive finding. This lays the groundwork for establishing potential programs involving typically developed students assisting their peers with autism. As autism continues to increase in prevalence, it is becoming more pressing to provide students with the disorder proper support to ensure their success and integration into society. Individuals with autism have much to offer; however, they require the support of not only professors and other professionals, but also the support of their fellow students and peers.
Callout labeled One Space After a Sentence points to the word, As, and the text in the callout reads as follows:
Advice included PM includes inserting only one space after a period/sentence.See Chapter 16, page 168
The details of the page number and content are as follows:
Page number, 12 is shown at the top right corner and the content reads as follows:
References (center aligned and boldfaced)
Ashbaugh, K., Koegel, R. L., & Koegel, L. K. (2017). Increasing social integration for college students with autism spectrum disorder. Behavioral Development Bulletin, 22(1), 183–196. doi:10.1037/bdb0000057
Autism Speaks. (n.d.). What is autism? https://www.autismspeaks.org/what-autism
Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31(1), 3–15. doi:10.1177/1088357614523121
Gillespie-Lynch, K., Brooks, P. J., Someki, F., Obeid, R., Shane-Simpson, C., Kapp, S. K., Dauo, N., & Smith, D. S. (2015). Changing college students’ conceptions of autism: An online training to increase knowledge and decrease stigma. Journal of Autism and Developmental Disorders, 45(8), 2553–2566.
doi:10.1007/s10803-015-2422-9
Gillespie-Lynch, K., Bublitz, D., Donachie, A., Wong, V., Brooks, P. J., & D’Onofrio, J. (2017). “For a long time our voices have been hushed”: Using student perspectives to develop supports for neurodiverse college students. Frontiers in Psychology, 8. doi:10.3389/fpsyg.2017.00544
Hafner, D., Moffatt, C., & Kisa, N. (2011). Cutting-edge: Integrating students with intellectual and developmental disabilities into a 4-year liberal arts college. Career Development for Exceptional Individuals, 34(1), 18–30. doi:10.1177/0885728811401018
The details of the callouts are as follows:
Callout labeled References section points to the first line of the content and the text in the callout reads as follows:This section starts at the top of its own page; the heading is boldfaced and centered.See Chapter 12, page 130
Callout labeled Internet citation points to the hyperlink, https://www.autismspeaks.org/what-autism, and the text in the callout reads as follows:Learn the details of writing an internet citation, including how to handle when there is no publication date.See Chapter 12, page 154
Callout labeled Digital Object Identifier points to the text, doi:10.1177/1088357614523121, and the text in the callout reads as follows:Include a doi (digital object identifier) for all references. Start with the letters “doi” and follow them with a colon. No period is included at the end of the doi.See Chapter 12, page 124
Callout labeled Issue number points to the text, 34(1), and the text in the callout reads as follows:The PM (7th ed.) indicates that when citing a journal article, the issue number is included immediately after the journal’s volume number. There is no space between the volume number and issue number. The volume number is italicized; the issue number is not italicized but presented in parentheses.See Chapter 12, page 124
The details of the page number and content are as follows:
Page number, 13 is shown at the top right corner and the content reads as follows:
Kuder, S. J., & Accardo, A. (2018). What works for college students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 722–731. doi:10.1007/s10803-017-3434-4
Matthews, N. L., Ly, A. R., & Goldberg, W. A. (2015). College students’ perceptions of peers with autism spectrum disorder. Journal of Autis2 and Developmental Disorders, 45(1), 90–99. doi:10.1007/s10803-014-2195-6
Tipton, L. A., & Blacher, J. (2014). Brief report: Autism awareness: Views from a campus community. Journal of Autism and Developmental Disorders, 44(2), 477–483. doi:10.1007/s10803-013-1893-9
The details of the callouts are as follows:
Callout labeled Spacing points to the text, Goldberg, W. A., and the text in the callout reads as follows:In the References section, there is one space after every author initial throughout.Chapter 12, page 122
Callout labeled hanging indent points to the text, Tipton, L. A., & Blacher, and the text in the callout reads as follows:In a reference with more than one line of text, all subsequent lines are indented.Chapter 12, page 123
Callout labeled Insert Page Break points at the end of the content and the text in the callout reads as follows:To start text at the top of the next page, insert a page break.Chapter 16, page 178
The textbox labeled The Most Common Mistakes to Avoid is at the bottom of the paper, and the text reads as follows:Your presubmission quiz/checklist.Chapter 22, page 247
The details of the page number and content are as follows:
Page number, 14 is shown at the top right corner and a table labeled table 1 (boldfaced) is shown on the paper. The content of the table is as follows:
Survey items with Response Scales
Item: 1. Do you personally know an individual with autism (e.g., family member, coworker, friend, etc.)? M: NA; SD: NA
Item 2. How familiar are you with current knowledge about autism spectrum disorder? M: 2.10; SD: 0.83
Item 3. On a scale of 1 to 10, how willing would you be to accommodate a peer with autism (such as taking notes for them)? M: 8.62; SD: 1.83
Item 4; On a scale of 1 to 10, how willing would you be to participate in a program as a “mentor” for a peer with autism (for college credit)? M: 8.24; SD: 2.09
Notes. For Item #2, the possible responses were 1 equals not at all familiar, 2 equals slightly familiar, 3 equals somewhat familiar, and 4 equals very familiar. For Item #3 and Item #4, the possible responses ranged from 1 equals not willing at all to 10 equals very willing. For Item #1, 59.3 percent reported knowing an individual with autism and 40.7 percent reported not knowing an individual with autism.
The details of the callouts are as follows:
Callout labeled Table Preparation points to the title of the table., and the text in the callout reads as follows:The table title is boldfaced, the table label is italicized, and this table is double-spaced (although tables do not have to be).See Chapter 15, page 164
Callout labeled Number Rules points to the value, 2.10, and the text in the callout reads as follows:Means and standard deviations are reported to two decimal places, leading zeroes properly included.See Chapter 13, page 140
Callout labeled Justification points to the notes below the table and the text in the callout reads as follows:This paragraph is left justified. (The margin is even on the left but uneven on the right.)See Chapter 16, page 174
The textbox labeled What About the Paper’s Content? is at the bottom of the paper, and the text reads as follows:To see this same paper with content feedback,See Chapter 21, page 229–245.
