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.

Keywords: Adult; Autism; College; Self-determination; Transition.