Maximizing Success: A Multi-Pronged Process to Support Individuals with Autism Spectrum Disorder in the Higher Education Context
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| Title: | Maximizing Success: A Multi-Pronged Process to Support Individuals with Autism Spectrum Disorder in the Higher Education Context |
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| Language: | English |
| Authors: | Christine Kaye Kenney, Melissa A. Sreckovic (ORCID |
| Source: | Psychology in the Schools. 2026 63(3):653-666. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Autism Spectrum Disorders, Higher Education, College Students, Multi Tiered Systems of Support, Transitional Programs, College Bound Students, College School Cooperation, Self Advocacy, Educational Strategies, Holistic Approach, Safety Education, Faculty Development, Inclusion |
| DOI: | 10.1002/pits.70117 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Autistic individuals enter postsecondary learning contexts at increasing rates, yet in lower numbers than neurotypical peers. Graduation rates for autistic individuals attending college/university hover around 39% and rates of attrition for autistic individuals are linked to factors unique to autism spectrum disorder (ASD). This paper introduces a multi-pronged conceptual framework for supporting autistic individuals as they prepare for and engage in higher education learning contexts. Evidence from the extant literature is used to explore how high schools can optimize transition plans to enhance postsecondary success, how higher education settings can maximize support systems for autistic students, and self-advocacy strategies for autistic individuals as they plan for and navigate the complex systems of college/university settings. Specific focus is placed on areas of need and support strategies in academics, social-emotional, and safety keeping in mind the nuances of autistic individuals either transitioning to or currently engaged in higher learning contexts. This multi-pronged framework allows for a holistic approach various stakeholders including autistic individuals, families/caretakers, peers, clinicians, educators, policy makers, administrators, and support staff may draw upon with the overall goal of success and personal fulfillment for autistic individuals who are striving to learn and grow in college/university settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496597 |
| Database: | ERIC |
| Abstract: | Autistic individuals enter postsecondary learning contexts at increasing rates, yet in lower numbers than neurotypical peers. Graduation rates for autistic individuals attending college/university hover around 39% and rates of attrition for autistic individuals are linked to factors unique to autism spectrum disorder (ASD). This paper introduces a multi-pronged conceptual framework for supporting autistic individuals as they prepare for and engage in higher education learning contexts. Evidence from the extant literature is used to explore how high schools can optimize transition plans to enhance postsecondary success, how higher education settings can maximize support systems for autistic students, and self-advocacy strategies for autistic individuals as they plan for and navigate the complex systems of college/university settings. Specific focus is placed on areas of need and support strategies in academics, social-emotional, and safety keeping in mind the nuances of autistic individuals either transitioning to or currently engaged in higher learning contexts. This multi-pronged framework allows for a holistic approach various stakeholders including autistic individuals, families/caretakers, peers, clinicians, educators, policy makers, administrators, and support staff may draw upon with the overall goal of success and personal fulfillment for autistic individuals who are striving to learn and grow in college/university settings. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.70117 |
