* reducing stress and symptoms have not decreased 
* Coping strategies stress reduction strategies can be modified be accessible and effective 
* Mental health interventions lack- risk factors for ID - well rounded interventions and subgroups of levels of development, adaptive behavior and needs 
* Needed supports in a holistic way 
* Educational strategies and social perceptions - environmental accommodations need improvement. 
* Need person centered and evidence based in all programs 
* Multidimensional in ID - condition or a deficit as a social construct of available supports and social interactions

Evidence in Effective Intervention is Scarce:

* Medical model
 * Human rights model
* Social model 
* Disabilities model 
* 2018 - despite in application for holistic approach in practice and research 
* ID students have higher rates compared to non ID students

Bridgewater College

* APA Literature review- highlighted on pro secondary higher education compared to those educated to those of disabilities
* Research studies were on stakeholders rather than the student with ID. 
* Qualitative approach with ID students - how to cope with stress and anxiety to help with finding stress and anxiety works.

Experiences With ASD College Student


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

* Social interactions 
* Gender 
* Identity 
* Independent living 
* Mental health s worst in college campuses - waitlist of mental health professionals that specialize in ID

Stress and Anxiety ASD

* 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:

*  Independent living 
* Enroll in undergraduate certificate 
* Option to live on or off campus 
* Provides opportunities for college and work experiences 
* Federal funded post secondary program with intellectual disabilities programs in the united states 
* National standards are guidelines - post secondary education 
* Eligibility
* Where enrolled as a college student t ID 
* Ages 18-35 years old. 
* Comprehend study procedures 
* Key informants -have knowledge of program insight into the program for ID students 
* Screening in place before interviewing 
* Received 20 dollars to 25 dollars compensation staff and the students for participating in the study.  

Level of anxiety was measured with a Glasgow Anxiety Scale - 27 item tool for collecting self-related anxiety levels with adults (ID)

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