Exploring potential correlates of student support service utilization, disclosure, adjustment, and fit among postsecondary students with neurodevelopmental disorders

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dc.contributor.advisorWalther, Christine A.P.
dc.contributor.committeeMemberLerman, Dorothea
dc.creatorHunter, Hannah A.G.
dc.creator.orcid0000-0002-4004-9154
dc.date.accessioned2022-08-03T16:47:14Z
dc.date.available2022-08-03T16:47:14Z
dc.date.created2022-05
dc.date.issued2022-05-06
dc.date.submittedMay 2022
dc.date.updated2022-08-03T16:47:15Z
dc.description.abstractThis study examined campus-based student support service utilization and potential relationships among attitudes and perceptions related to support service utilization among current University of Houston-Clear Lake students with at least one neurodevelopmental condition (NDD). Participants (n = 34) provided information about personal characteristics, service use, service needs, and perceived barriers to service use, as well as attitudes toward neurodevelopmental diagnosis disclosure, attitudes toward adjustment to college, and perceptions of academic fit. Results indicated that perceptions of adjustment to college and academic fit may be a particularly salient aspect of postsecondary experiences among students with NDD. In addition, perceptions of specific barriers to student support service use may be closely related to attitudes about adjustment to college and academic fit.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/2679
dc.language.isoen
dc.subjectStudent Support Service Use
dc.subjectCollege Students
dc.subjectNeurodevelopmental Disorders
dc.subjectDiagnosis Disclosure
dc.subjectAdjustment to College
dc.subjectAcademic Fit
dc.titleExploring potential correlates of student support service utilization, disclosure, adjustment, and fit among postsecondary students with neurodevelopmental disorders
dc.typeThesis
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelMasters
thesis.degree.nameMaster of Science

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