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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
Language: English
Authors: Christine Kaye Kenney, Melissa A. Sreckovic (ORCID 0000-0002-1794-1654), Tia R. Schultz
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
FullText Text:
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  Data: Maximizing Success: A Multi-Pronged Process to Support Individuals with Autism Spectrum Disorder in the Higher Education Context
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Christine+Kaye+Kenney%22">Christine Kaye Kenney</searchLink><br /><searchLink fieldCode="AR" term="%22Melissa+A%2E+Sreckovic%22">Melissa A. Sreckovic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1794-1654">0000-0002-1794-1654</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tia+R%2E+Schultz%22">Tia R. Schultz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2026 63(3):653-666.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Advocacy%22">Self Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Safety+Education%22">Safety Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink>
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  Data: 10.1002/pits.70117
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  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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        Value: 10.1002/pits.70117
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      – Text: English
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      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: College Students
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      – SubjectFull: Multi Tiered Systems of Support
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      – SubjectFull: Transitional Programs
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      – SubjectFull: College School Cooperation
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      – SubjectFull: Self Advocacy
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Holistic Approach
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      – SubjectFull: Safety Education
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      – SubjectFull: Faculty Development
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      – SubjectFull: Inclusion
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      – TitleFull: Maximizing Success: A Multi-Pronged Process to Support Individuals with Autism Spectrum Disorder in the Higher Education Context
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