Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis

Abstract

Background There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. Aims The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. Methods A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i.e., parents, educators/support staff from secondary and postsecondary institutions, and students) participated in an online survey (n = 67) and focus groups (n = 15). Results Across the stakeholder groups, commonly identified areas of difficulty included limited interpersonal competence, managing competing demands in postsecondary education, and poor emotional regulation. There was a high degree of agreement across stakeholders in the identified needs and challenges. Implications Findings from this preliminary needs analysis will inform the development of programming to support students with ASD.

Diametrically opposed associations between academic achievement and social anxiety among university students with and without autism spectrum disorder

“…Despite growing interest in the transition of young adults with ASD to university study [White et al, ], our findings are novel in a field that includes little empirical research. Our first hypothesis, that both ASD and the SP groups would exhibit lower academic achievement compared to controls, was partially validated.…”

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder

“…To understand the challenges faced by postsecondary students with ASD and those contemplating high school graduation and matriculation into college, four separate studies were undertaken (Duke et al 2013; Elias and White 2017; Elias et al 2017; White et al 2016a) to ensure that the final program addressed consumer-perceived needs. Such a participatory process approach is critical to the development of programs to promote consumer utility and, ultimately, dissemination and adoption (e.g., Chambers et al 2007).…”

“…Results from that pilot study were promising in terms of feasibility of implementation and acceptability to the students (White et al 2016b). Subsequently, White and colleagues (2016a) used a mixed methods approach involving a nationwide online survey and in-person focus groups with three stakeholder groups (students with ASD, parents of students with ASD, and educators and school personnel), the results of which indicated fairly high convergence in identified challenges across the stakeholders. The most commonly identified needs were in the domains of interpersonal competence, ability to manage competing demands in college, and poor emotional regulation (White et al 2016b).…”

“…Subsequent to the pilot study (White et al 2016a), the modified version of the STEPS program was shared with an expert consultant panel comprised of clinical scientists and educators in the fields of postsecondary academic accommodations for students with disabilities, ASD in adulthood and its assessment, and treatment development. These consultants provided feedback on the content areas covered and delivery modifications to optimize acceptability to the students, as well as the assessment procedures and study design.…”

The emotion dysregulation inventory: Psychometric properties and item response theory calibration in an autism spectrum disorder sample

“…Emotion dysregulation can exacerbate social deficits and interfere with the ability to make social and communication gains if not addressed (Prizant et al, 2003). Further, personal accounts from individuals with ASD, teachers, and caregivers identify emotion dysregulation as a critical barrier that interferes with success in mainstream secondary classrooms (Ashburner et al, 2010) and the transition into college (White et al, 2016). …”