* Listening to music 
* Watching tv
* Audiobooks 
* Drawing on laptop - creative mode 
* Making jewelry beads over rubber bands
* Taking breaks
* Going for a walk

Leisure / Recreation-Based Strategies-  Coping Techniques

* Avoidance of a situation 
* Don’t respond to emails 
* Avoidance of appointments 
* Coping mechanisms and go inside themselves and barrier of a wall formation 
* Withdraw or act out as a means of coping 
*  Sensory overload 
*  Students avoided activities that would cause them stress 
* Not going to events, clubs 
*  More alone time 
* Sleep was important to reduce stress 
* Free time is sleeping and eating needs balance 
*  Deep breathing and talking to others is a positive coping for stress - parents or professors
* Listen to understand what an ID student is going through and get some guidance or help in the situation they are in.
*  Poor outcomes with academics, attendance and engagement

Emotion Focused Coping ASD Diagnosis

Leisure / recreation-based strategies
Emotion focused coping

Bridgewater College

* Time management 
* Adjusting to course work
* Living in dorms 
* Indpendnency 
* Being own guardian 
* Self reliant role 
* Independent decision making 
* Plan right choices or emotional / psychical health 
*  Skills: Balancing everything causes anxiety 
* Fitting things into schedule 
* Food choice and planning meals - prepare meals 
* Breakfast, lunch , dinner - making meals time management 
* Food- stress eating could increase
* Weight gain - losing weight

Transition Depend Increased Stress Levels ASD:


Bush, K. L., & Tassé, M. J. (2017). Employment and choice-making for adults with intellectual disability, autism, and down syndrome. Research in Developmental Disabilities, 65, 23–34. https://doi.org/10.1016/j.ridd.2017.04.004

References

*  Balancing college stressor- learning curves of learning the content 
*  Undergraduate classes quizzes, midterms and finals stressors 
*  Very hard to understand reading competencies
*  Pressures of course work.

Adjusting to Level of Course Work ASD

* Conflicts in dorm rooms 
*  Intruding space issue of other roommates 
* Arguments arise
*  Aggressive behaviors and language 
*  Environment tension and stress - transition to enrolling into college increased

Living in Residence Halls  ASD

*  Struggles identity within the new community 
*  Program distinct from undergraduate experience 
*  Changing relationship dynamics with family and friends 
*  Navigating opportunities for socialization and desire for inclusive experience on campus.

Navigating New Relationships and Desire for Socialization

* Changing relationships with parents and guardians 
* First time they have struggled to be independent from family members. 
* Granting the child more independent before campus life started 
* Family events that family wanted  them to participate in they had trouble multitasking making sure homework was done and family life was balanced. Time management and schedule management need to be involved. 
*  Decision was correct by setting boundaries is important and speaking their voice and opinion 
* Relationships help with stressors in transition to college 
*  Parents and guardians are roles and decision makers for young adult children.
*  Setting boundaries with parents and guardians needed to be improved

Changing Relationship Dynamics with Family Members 
 - Specific Challenges

*  Stigma in a certificate program for individuals with ID 
*  Separate from undergraduate students
*  Concerns of lack campus community 
*  Accepting of separate program from other students 
*  Stigma of being different from regular students on campus
*  Difficult to feel excluded in a different academic program and the same opportunities could be isolating can occur 
*  Disclose disability - engage in clubs feel like they have to say they have their ID.
*  Access to additional supports could be stressful by disclose disability

Navigating inclusion and social desire on campus - ASD

* During the pandemic - moving back home 
* Stress not being able to attend classes in person 
*  Anxiety panic mode - covid-19 got on campus no in person classes
*  Social events missing them in person or movie nights 
*  Challenges of covid-19 trends reported increased level stress, depression and lack of social connectedness

Courses where online challenges and stress COVID-19 - ASD College Student

Coping Strategies for Stress- Way Students Cope with Stress

*  Interpretative Phenomenological Analysis within scientific literature 
*  Transitioning to independent living 
*  Students have a desire for independence - additional support causes stress and new responsibilities 
*  Desire for independence 
*  Some student switch her education experience 
*  Disabilities need to explore their independence and desire. 
*  Desire for independence and additional support was overwhelming to consider for the student with ID.

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