Identifying the Unmet Needs of College Students on the Autism Spectrum

Abstract

The number of students entering college with high-functioning autism spectrum disorders (ASDs) is expected to surge in coming years. The diagnostic features and psychiatric risks of ASD, coupled with the transitions and stresses that define college life, present extraordinary challenges for these students, their parents, and institutions of higher education. This article applies a bioecological framework for conceptualizing the systemic strengths and barriers at the secondary and postsecondary levels of education in supporting students with ASD. This theoretical orientation is used to illustrate the importance of offering services and programs in a more coordinated and fluid manner within and between systems to support students more effectively. Evidence-based programs, practices, and interventions associated with successful academic and mental health outcomes for youth and young adults with ASD, as well as for college students with mental health and other challenges, are reviewed for their applicability to the target population. It is proposed that more fluid transitions and improved mental health and academic outcomes for college students with ASD can be achieved by integrating elements from secondary and postsecondary educational systems and also from existing, effective approaches with youth and young adults. Building upon the disjointed, but promising, evidence from youth, young adult, and college mental health literatures, recommendations for developing more effective transition plans for students with ASD are proposed.

The Relationship Between Autism Symptomatology, Performance, Experienced Problems, and Benefits in Problem-Based Learning Curricula

“…First, the current results were not directly compared to traditional lecture-based curricula. Previous findings (Gelbar et al 2014;Gobbo and Shmulsky 2014;Knott and Taylor 2014;Mulder and Cashin 2014;Pinder-Amaker 2014) suggest that students with ASD do report problems in traditional curricula, and based on the current findings, it is not possible to say whether the problems experienced in PBL are higher or lower than the problems experienced in traditional curricula. For instance, if the relationship between ASD symptomatology and experienced problems is stronger for traditional than PBL curricula, PBL would still be a better fit, despite the fact that students scoring high on autistic traits report having more problems than students scoring low on the autism spectrum.…”

“…Despite the possible impact of ASD on educational experience and performance, the recent increase of students with ASD in higher education was initially not accompanied by an equally strong increase in research on the possible problems these students experience in educational settings (Gelbar et al 2014;Gobbo and Shmulsky 2014;Knott and Taylor 2014;Mulder and Cashin 2014;Pinder-Amaker 2014). Only the last few years, research has started to look into the problems students with ASD face, although there is still little focus on supporting these students at university.…”

“…Another problem reported by students with ASD is related to their cognitive setup: ASD is usually accompanied by a preference for bottom-up processing, causing students with ASD to experience difficulty with instructions and assignments that highly depend on top-down processing (Gobbo and Shmulsky 2014). In addition, students with ASD often report having difficulties with prioritising, organising, time management, initiating and aborting working on assignments, quick shifting between different sources of information or different subjects, and planning, especially long-range planning such as for assignments or exams that are due in several weeks or even months (Gelbar et al 2014;Gobbo and Shmulsky 2014;Pinder-Amaker 2014). These findings are supported by teacher observations, since both students with ASD and their teachers observe difficulties in over-focusing on details, planning, and time management, especially when students have to submit several essays per term, and when deadlines cover an extended period of time (Knott and Taylor 2014).…”

Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs

“…Factors contributing to the increased prevalence of ASD include heightened public awareness, changes in diagnostic criteria, and improved ability to diagnose ASD among individuals without an intellectual disability (Pinder-Amaker, 2014). Most likely due to the increase in prevalence, the effect of (early) treatment programs and the introduction of disability legislation in education, a growing number of students with ASD is enrolling in higher education (Adreon & Durocher, 2007;Barnhill, 2014;Pillay & Bhat, 2012;Van Bergeijk, Klin & Volkmar, 2008).…”

“…Although students with ASD have the potential to perform well academically, they are at a heightened risk for academic and personal failure during the college years (Kapp, Gantman, & Laugeson, 2011;Pinder-Amaker, 2014). Compared to other disability categories, students with ASD have decreased graduation and employment rates (Sanford et al, 2011;Shattuck et al, 2012;Taylor & Seltzer, 2011) and they are more likely to develop psychopathological disorders (Friedman, Warfield, & Parish, 2013;Pinder-Amaker, 2014;Shattuck et al, 2012).…”