Application de pratiques de science des données pour identifier les caractéristiques des programmes de soutien à l'autisme dans l'enseignement postsecondaire à partir de leurs sites Web

Titre original en anglais : Applying Data Science Practices to Identify Characteristics of Postsecondary Autism Support Programs From Their Websites

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West, M., Tincani, M., Hantula, D., Hong, S. R., Vucetic, S., & Dragut, E. (2025). Applying Data Science Practices to Identify Characteristics of Postsecondary Autism Support Programs From Their Websites. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-025-07065-7

Date de publication: 13/10/2025 Ajout dans AutiHub: 29/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
0 / 6 (0,0 %)
  1. Michael West
  2. Matt Tincani
  3. Donald Hantula
  1. Sungsoo Ray Hong
  2. Slobodan Vucetic
  3. Eduard Dragut

Résumé

Résumé Objectif Un nombre croissant d'étudiants autistes aux États-Unis recherchent une éducation postsecondaire. En réponse, certains établissements postsecondaires ont mis en place des programmes de soutien à l'autisme (ASP) afin de répondre aux besoins globaux de cette population. Il existe peu d'informations récentes et exhaustives sur les établissements qui hébergent ces programmes, les types de services qu'ils offrent et ce qui est requis pour y accéder. Méthodes En nous appuyant sur des recherches antérieures, nous présentons une nouvelle méthode qui utilise des techniques établies de science des données pour identifier les ASP dans les établissements postsecondaires aux États-Unis. Notre technique nous permet également d'identifier les caractéristiques des ASP, notamment les conditions d'admission, le coût, la structure et les soutiens proposés. Résultats Les résultats soulignent que notre méthode est plus efficace et plus robuste que les méthodes précédentes issues de la littérature. Par exemple, nous identifions 49 établissements hébergeant des ASP qui n'avaient pas été identifiés dans les recherches bibliographiques antérieures. Nous présentons les caractéristiques des ASP identifiés, telles que le processus de candidature, les soutiens les plus courants et le coût du programme. Conclusion Le changement bidirectionnel du nombre d'ASP montre qu'il s'agit d'un domaine en évolution, nécessitant des outils automatisés permettant des mises à jour régulières des données. Bien qu'il soit prometteur qu'un nombre relativement restreint d'établissements américains aient mis en place ces programmes, une grande majorité des établissements postsecondaires ne l'ont pas fait et, pour ceux qui les hébergent, des obstacles à l'accès existent, notamment la nécessité d'un diagnostic d'ASD, associée à des coûts initiaux et continus.

Abstract Purpose An increasing number of autistic students in the United States are seeking post-secondary education. In response, some post-secondary institutions have established Autism Support Programs (ASP) to address the comprehensive needs of this population. There is little up-to-date, comprehensive information about which institutions host these programs, what types of services they offer, and what is required to access them. Methods Expanding on previous research, we introduce a new method, which utilizes established data science techniques, to identify ASPs at post-secondary institutions in the U.S. Our technique also allows us to identify the characteristics of the ASPs, including admissions requirements, cost, structure, and supports offered. Results Results highlight our method is more efficient and more robust than previous methods from the literature. For example, we identify 49 schools hosting ASPs that were not identified in past literature searches. We report on the characteristics of identified ASPs such as application process, most common supports and program cost. Conclusion The bi-directional change in the number of ASPs shows that this is an evolving field, requiring automated tools to enable regular updates to data. Although it is promising that a relative handful of U.S. schools have established these programs, a large majority of post-secondary institutions have not, and for those that host them, barriers to access exist, including the necessity of an ASD diagnosis, coupled with up-front and ongoing costs.

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Vue d’ensemble de la bibliographie citée

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Références citées
62
Avec un DOI
49
Sans DOI, à partir du texte brut de la bibliographie
12
2 / 62 (3,2 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
12 / 62 (19,4 %)
Références avec noms d’auteurices détectés
55 / 62 (88,7 %)
Sans nom d’auteurice détecté
7
Sans titre structuré
11
Sans identifiant stable
11
Références avec noms bruts d’auteurices restant à vérifier
6
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
228
À partir du DOI ou de métadonnées externes
228
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
11
42 / 228 (18,4 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 186 / 228 (81,6 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
3 / 228 (1,3 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 3 / 42 (7,1 %). Personnes distinctes identifiées comme autistes : 2 / 215 (0,9 %).
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