Autism Goes to College: Understanding the Needs of a Student Population on the Rise – R. Elias & S. W. White (2018)
Background
An increasing number of students with ASD are attending colleges and universities. Parents play a central role in the transition phase and are typically the advocates to ensure their child has everything he or she needs. At the time of this study, limited research was available about parent perspectives on services and needs during this unique transition.
Who was involved?
The researchers compared views of parents of individuals with ASD to parents of individuals with ADHD using an online survey. These groups were further divided into parents with children in high school, parents with children in college, and parents with children not currently enrolled in high school or college. The child age range was 16-25 years old for all groups.
What was the outcome?
Parents of individuals with ASD reported social difficulties as the primary area of difficulty for their child, with effective communication with peers being a specific weakness. This was related to the second most common difficulty: an inability to form friendships and long-lasting relationships. Parents of individuals with ASD in college reported that self-advocacy, managing emotions, and independently managing daily living skills were difficult for their child. This was a notable difference from parents of individuals with ADHD who had concerns for their son or daughter related to organization and time management skills. Overall, parents of individuals with ASD reported they would like more services related to instrumental independence and opportunities for peer interaction available for their child.
What are the strengths and limitations of the study?
This study included a comparison group of individuals with ADHD, which helps the study show that the results are not just an effect of having a disorder or disability alone. This means that concerns that were raised were more likely to represent views of parents of individuals with ASD and be related to the particular difficulties that arise for these families.
A limitation of the study is that it was an online survey, so diagnoses of ASD or ADHD could not be confirmed. This means that parents who responded to the survey might have self-identified their child as having ASD or ADHD in addition to parents of individuals who had a diagnosis of either disorder confirmed by a licensed medical or behavioral health professional. The researchers also noted that their sample was primarily Caucasian and of a higher socioeconomic status level, which means that concerns of a more diverse group of individuals might be somewhat different.
What are the implications?
This study indicates that it is important to support parents and students with ASD early in the college transition phase. Once students reach college, it may be difficult for them to self-advocate and engage in their social environment without supports. This study also indicates that social difficulties commonly associated with ASD persist into adulthood and affect post-secondary success in different ways than when in high school.
