Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis
by Susan W. White, Rebecca Elias, Carlos E. Salinas, Nicole Capriola, Caitlin M. Conner , Susan B. Asselin, Yasuo Miyazaki , Carla A. Mazefsky ,Patricia Howlin, Elizabeth E. Getzel
Available formats: pdf
White,
S., Elias,
R., Salinas,
C., Capriola,
N., Conner,
C., Asselin,
S., Miyazaki,
Y., Mazefsky,
C., Howlin,
P.
&
Getzel,
L.
(2017).
Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis.
Research in Developmental Disabilities,
56,
29-40.
https://doi.org/10.1016/j.ridd.2016.05.010
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 stafffrom 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.